Schoolwide Goals

Goal #1

Exceed state pass rates for all EOC exams each semester.

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Reflection

With the tremendous delay in last year's EOC scores and the fact that there was a waiver in place previously, the American Literature EOC felt like a moving target. After studying the resources made available by the GA Department of Education, I am confident that the material within my course was very well aligned to the End of Course assessment. All year long, I emphasized the importance of including textual evidence to support claims, and I was proud to see enormous student growth in this area. Going into the EOC, I felt confident that my students had the skills necessary to be successful, and I look forward to the opportunity to analyze their performance data.

GOAL #2

Increase AP pass rates (three or higher) so that each GAVS AP test pass rate exceeds state and national rates.

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Reflection

In the face-to-face classroom, I taught AP English Language and Composition for five years. Teaching the same course in an online format was surprisingly very similar. Just like my face-to-face students, my GAVS AP students really hungered for timely, authentic feedback on their writing, and although it can be time consuming, I was able to give them that type of feedback. I know first-hand that writing is such an important component in all AP courses, and I am confident that my emphasis in writing will serve my students well as they move on to other AP courses. Most of my remediation opportunities were writing assignments that required students to think critically and respond with textual evidence to support their claims. Certainly this type of mental exercise is good practice for any AP course.

Goal # 3

100% of teachers show evidence of utilizing data analysis tools in order to improve student achievement.

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Reflection

The data available in SLDS gave me a sneak peek into my students' past, and it helped me to be more aware of clear strengths as well as potential areas of weakness. I was particularly thankful to have found the attendance information because it showed that the students in my Spring course had significantly more absences then their peers statewide. This information encouraged me to be more vigilant with viewing log on history and reaching out to students who hadn't logged on in a few days. Without the SLDS information, I'm not sure that I would have been so attentive to online attendance.