Fulton High School

  1. PLC Story
  2. PLC Practices
  3. Achievement Data
  4. Awards
  5. Resources

Fulton High School did not move quickly nor easily toward the concept of professional learning communities. Our teachers struggled to see the benefits of collaboration and truly felt robbed of the time spent attempting to collaborate; each teacher had his or her own “stuff” and was quite happy to continue using it. The Leadership Team struggled as well. It seemed that everyone felt that PLC was one more required serving added to our already heaping plates. Still, many of us knew there was much to be gained from Professional Learning Communities and that it was going to take some creative thinking to find a way to take something else “off our plates” to make room for what mattered--the success of our students--and we all agreed we had some work to do in that area.

Our biggest breakthrough came in the form of an in-house professional development session that demonstrated the way all of our “requirements” fit together. This PD session also created an opportunity for the Leadership Team to make our vision of becoming a PLC school a reality. We began to examine the various tasks required of our teachers. At that time, every faculty member had to write an annual Professional Development Plan, prepare a Unit of Instruction, work toward achieving a building SMART Goal, and participate in regular professional development, department meetings, etc. It seemed overwhelming on top of our regular teaching load. Our Leadership Team thought, “what if we found a way to pull all those requirements together into one common focus, and what if that focus was improving student learning?” The Leadership Team began to align all our expectations to fit that common focus. We built common plan time into our schedules whenever possible so that instructional data teams would be able to meet during the school day (click here to see a screenshot of our teams’ meeting times, which are also available on the front page of the FHSPLC, on the individual team pages of the FHSPLC, and uploaded in Step 8 Addition Documentation/Additional Files), we wrote PD Plan options that centered around the work of the data teams, we created building SMART Goals that tied into the data team work, and, in doing so, we earned the trust of our faculty members as we made a concentrated effort to show them how collaboration could work to their benefit rather than become additional work for them. We provided PD support to inform and demonstrate how to work together in data teams and how to complete data cycles. Then, we asked our staff to commit to weekly data team meetings and soon requested each data team complete two data cycles per semester. We battled and successfully overcame some common stumbling blocks:  dysfunctional teams, unwilling participants, and singletons (teachers who teach single section courses and have difficulty planning together for their non-alike courses). It might be one of our proudest moments when we, as a Leadership Team, realized that our teams had started meeting during the 2018-19 school year before we had even asked them to begin their annual team work!

In order to further provide support to our instructional data teams, we also created the FHSPLC (Fulton High School Professional Learning Community) website (also linked here at http://fhsplc.weebly.com/) to streamline our work. The FHSPLC gives teachers access to our Mission, our Vision, our Common Commitments, a Weekly Meeting Log (available here and from our individual team pages, which are accessible here) to document their work, and easy access to their past Weekly Meeting logs to provide consistency for their work (linked here). We also included a system by which teachers could easily share the products of their collaboration--their data cycles, their common assessments, their priority standards, etc. Within the FHSPLC, we provide a Resources page on which resources are linked so teachers can easily locate all past PD documents as well as access websites that detail the various aspects of PLC work. The FHSPLC also has a Portfolio where we share our practices and celebrate our successes. The response to our PLC-focused approach has been positive! We have evolved from a staff that questioned the value of teaming to a staff that begun meeting and submitting Weekly Meeting Logs as part of their regular routine! We believe that we built understanding and commitment to the PLC process by embracing change for the common good and designing a system that allowed that change to become part of what we do rather than something else to do!

FHS has worked hard to support our PLC work in both our faculty’s schedules and our students’ schedules. Most faculty members now have a common plan time during which they can meet to carry out their Professional Learning Communities’ work--instructional planning, sharing of best practices, data cycle planning and review, etc. A copy of our teams’ meeting schedules can be seen in this screenshot or here on our FHSPLC website. This calendar of meeting schedules allows our Leadership Team to attend as many data team meetings as possible and provide feedback to our teams using this Team Evaluation form. We have also considered our students’ needs in the evolvement of our seminar time. Beginning as far back as 2011, our building has offered a time during the day for intervention. Over the last few years, we have worked to improve this seminar time, to make it as valuable and practical for students as possible. Currently, students can meet with any of their teachers four days a week for a variety of reasons:  to seek out a quiet place to study, to seek out additional help mastering instructional objectives, to make up assessments or re-assess, etc. On the fifth day of the week, students report to their academic advisor’s classroom to check grades, troubleshoot problem areas (missing assignments, low scores, difficulty with material) and brainstorm approaches to solving those problems. In addition, there is often material presented to students during their seminar time that can range from study skills, to test taking skills, to Internet safety, to employment skills.

The Leadership Team continues to strive for improvement and always focuses its goals and PD around our next steps--we started with the data team process, moved into weekly data team meetings, revisited the process of identifying priority standards (now linked on each team’s webpage--click here for a sample), and requested regular data cycles (samples have been uploaded in Step 8 Addition Documentation/Additional Files). This year, as we continue to evolve in our focus on improving student learning through the PLC model, we are working on developing better grading practices, creating common assessments, and developing systems within which students learn to self-assess. We have requested that our data teams create and share at least one common assessment and develop and share at least one example of a student self-assessment process this year. With full-fledged immersion into the PLC process, our building is now on par with the other buildings in our district. We are an active member of our District Leadership Team, which is comprised of one individual who serves on the Leadership Team of each building in our district. We are now able to contribute our various processes and approaches within our district to provide other buildings with assistance in/models for the various PLC elements. This year our District Leadership Team is working to develop a digital PLC binder, which will allow each building to share every step of their PLC process through narratives and examples. The binder, upon its completion, will serve as both a valuable resource and an inspiration for continued growth. During its completion, the binder has become a source of valuable conversation and collaboration between our buildings, as each representative shares his or her building’s approaches to the various elements of Professional Learning Community work. It is our hope that this binder, which will be accessible to all our staff members, will serve as a resource and an inspiration to facilitate continual growth for each of our buildings as they journey toward improving student learning.

Additionally, our Leadership Team is committed this year to providing feedback to our instructional data teams by regularly visiting their team meetings. Each time we observe a team meeting, we complete this Team Evaluation form. It is our hope to continue to develop and improve this feedback process. Another way that we communicate with our teams is by first sharing the agendas for our Leadership Team meetings via email, then posting those minutes as well as the minutes from our District Leadership Team meetings on the Leadership page of our FHSPLC website (also accessible here).

In the spirit of that ongoing improvement, many of our teachers seek professional development and then share what they’ve learned with our staff. Our Fulton High School Leadership Team has continued to educate themselves by not only sending representatives to the Missouri Powerful Learning Conference each year, but by also branching out and sending a team to the Solution Tree Conference in St. Charles, MO this past summer as well. This year, we are excited to be presenting “PLC: Succeeding at the Secondary Level” at our Missouri Powerful Learning Conference.

We are firmly immersed in the PLC process and ready to challenge ourselves further. We have completed a mock site review through Missouri PLC and identified areas for growth (our Missouri PLC Rubric Artifact Collection Tool is linked here). It’s clear that improvement is an ongoing process, and we are ready for the challenge!

Please note pdf versions of many of our webpages have been uploaded in Step 8 Addition Documentation/Additional Files; the links in these pdf files are “live” and allow access to many of our meeting agendas/minutes. Additionally, our entire FHSPLC website is accessible through this link and is linked in various narratives throughout our application.

1. Monitoring student learning on a timely basis.

Fulton High School has made a concentrated effort to monitor student learning! We believe this commitment is evidenced through our drastically increased graduation rate--our graduation rate has increased from 70% in 2011 to 90% in 2018--an improvement of which we are especially proud! Additionally, we have substantially reduced our dropout rate, which was 8.8% and is now 3.3%. Finally, our four-year graduation rate has increased from 70% to 88% and our five-year graduation rate from 73% to 94%. We attribute our marked improvement in student success to our concentrated efforts in building relationships with our students and in improving student engagement through our use of instructional strategies, which is fueled by our data cycle work.

As part of our monitoring, it is essential for all our teachers to keep their gradebooks updated, because our parents get regular PULSE reports (sample report available here and uploaded in Step 8 Addition Documentation/Additional Files) sent to them via email. Every two weeks, our gradebook system generates a report that is sent to the parents sharing their student’s current attendance and current grades in each subject. Also using PULSE to generate a different type of report, our principal closely monitors students’ grades and visits with individual students as necessary to steer them back on track in a timely fashion. He also supports the staff by running PULSE reports to highlight for us failing students, which always necessitates teacher contact with those parents to help them understand which concepts are not currently being mastered by their student.

Our ICU program (also linked here) is an assignment recovery system that joins together teachers, staff, parents, and students in the common goal of every student completing every assignment while producing quality work. This program has been implemented for all our freshmen and is also available for teachers to use with upper-classmen. ICU will build each year until all our students are under the ICU umbrella. The ICU system allows dedicated staff members to join with faculty members and parents in supporting students in their completion and submission of missing assignments. The ICU database lists students and what assignments need to be recovered (screenshot of assignment list; also uploaded in Step 8 Addition Documentation/Additional Files). To date, over 3000 missing assignments have been recovered from our freshmen, preventing many course failures at their root cause (ICU Dashboard screenshot and Dashboard, Part 2 screenshot; also uploaded in Step 8 Addition Documentation/Additional Files). This is an immediate intervention to ensure that students are completing the practice necessary to guide them toward success. In addition to being a recovery system, ICU reinforces the need for all assignments to align with our curricular standards. As our staff works with students to be sure assignments are submitted, we are examining the value and focus of each assignment thereby monitoring student learning from the design level as well.

Another way that FHS is monitoring our student learning is by providing a daily seminar time. During this time students can report to any of their current teachers. Students can choose to attend seminar in a given teacher’s room because he or she needs assistance in that teacher’s class or because that teacher’s room is a good environmental fit for that student to study or complete assignments. Oftentimes teachers request that a given student attend his or her seminar to make up tests, complete missing assignments, obtain additional assistance, or complete additional practice in preparation for assessment. Our teachers do an exceptional job of reaching out to students during our daily seminar time. Teachers will check to see which students need help or need to complete work and will send out an “All Points Bulletin” via faculty email to be sure that student is directed to the appropriate class for seminar support. Regularly scheduled seminar takes place four days per week; the fifth day, On-Track Tuesday, is devoted to our advisory program.

Our On-Track Tuesday advisory program guarantees that all students have an advisor checking in with them and watching their success in each of their classes, providing another layer of monitoring. Each student in our building is assigned to a grade-level advisor and every Tuesday our seminar time is devoted to advisory. During this time, students report to their advisor’s classroom for grade checks, intervention, and relationship building. Students conference with their advisors regarding low grades, missing assignments, and difficulty with the content. The advisor assists the student in seeking any necessary assistance and/or guiding the student to remedy any lapse in learning. At the same time the advisor is assisting the student, he or she is also modeling problem-solving and positive communication behaviors.

Students who are recognized as being particularly high-risk students are paired with a graduation coach who checks in with them daily during seminar time and helps them complete work and/or communicate with their other teachers, serving much like an additional parent in terms of support.

FHS recognizes that ALL students are truly “all our students” and seminar is one way that we demonstrate that commitment to each one of them.

Our district uses BYOC or Build Your Own Curriculum (linked here) to help ensure that what we are teaching is aligned to our state standards. BYOC is an extensive online curriculum tool that allows teachers to enter their curriculum, match it to our state standards, and then build upon it by adding individual lesson plans and materials, ensuring consistency from year-to-year regardless of teacher turnover. Our departments work with our assistant superintendent on a rotating basis to update and re-check our curricular alignment, providing continual monitoring to ensure that our curriculum remains aligned to our state standards. Our science and social studies departments have most recently completed their curriculum evaluation rotation and the Career Ed department has just begun theirs. Within the last three years, our district has realigned and/or confirmed alignment for the curriculum of each of its departments. We have recently focused building-wide on identifying priority standards, which are also linked to our FHSPLC website’s individual team pages (click herefor a sample). In addition, we are currently working on developing common assessments and improving our grading practices, both of which will support and improve our monitoring of student learning.

2. Creating systems of intervention to provide students with additional time and support for learning.

Teachers in our building will accept late work, because they recognize that some students need extra time, and because they know the assigned practice is essential to mastering the concepts of their courses. Our ICU assignment recovery system (detailed above, linked here, and also uploaded in Step 8 Addition Documentation/Additional Files) is an immediate intervention that supports students in completing their assigned work--the practice necessary to guide them toward success. The ICU system is designed to join together teachers, staff, parents, and students in the common goal of every student completing every assignment while producing quality work. Without this system, some students would fall through the cracks because they lack the necessary support at home for completing homework. The ICU system is centered around a database into which each teacher enters missing assignments (click link for sample). The entry process generates a digital message to parents, notifying them early in the process that an assignment needs to be recovered. Dedicated staff members process the list and follow specific, escalating steps to recover the missing work. If necessary, students are pulled into the ICU classroom to complete the work under supervision.

In addition to utilizing the ICU system, our teachers reach out to students who need additional help and bring them into their classrooms during our daily seminar time in order to provide support or additional instruction in areas where students are not yet demonstrating mastery. During this time students can report to any of their current teachers. Students can choose to attend seminar in a given teacher’s room because he or she needs assistance in that teacher’s class and teachers can request that a given student attend his or her seminar to make up tests, complete missing assignments, obtain additional assistance, or complete additional practice in preparation for assessment. Our teachers do an exceptional job of reaching out to students during our daily seminar time; teachers will check to see which students need help or need to complete work and will send out an “All Points Bulletin” via faculty email to be sure that student is directed to the appropriate class for seminar support.

In addition, we have begun to focus as a faculty on better using grading to provide feedback that supports learning. Within this study, we are examining the purpose of grades (to inform students and parents of the individual student’s progress toward mastery of standards) and the impact of grades on learning (reporting academic progress, not behavior). We are providing support to teachers for eliminating zeros, recording only grades that indicate progress toward mastery, using grading to provide feedback for growth, and examining other methods of tracking progress and communicating to students their strengths and areas of concern.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

All of our data teams are now working toward improving student learning. Each of our teams report their progress in various instructional areas using our Weekly Meeting Logs (also linked here), which are on our FHSPLC website team pages. Completed Weekly Meeting Logs are then accessible (via this link) to all of our staff members from their team pages and can be used by each team as a record of their work or for inspiration to their colleagues.

We are currently focusing on providing regular teacher-led professional development sessions (see photos of our teachers at work in our Portfolio; also uploaded in Step 8 Addition Documentation/Images) that spotlight the successful practices our teachers have adopted for both providing improved instructional strategies and for improving student learning and/or relationships. It is our priority to share these best practices so ALL our students are provided with the best possible instruction. These resources are then added to the Resources page of our FHSPLC website.

In addition to improving instructional practices, many of our teams are utilizing common assessments and initiating common scoring to ensure that we are providing a guaranteed viable curriculum. All data teams complete and submit the results of data cycles (click here to see a sample; also uploaded in Step 8 Addition Documentation/Additional Files) on a regular quarterly basis. This core practice of the PLC process is providing our teams with the opportunity to examine their curriculum, their instructional practices, their intervention practices, and their assessment results. As we monitor our teams and their progress, it is clear that instruction is improving, students are feeling valued, and building culture is strengthening!

Achievement Data Files

Additional Achievement Data

Statewide assessment in Missouri is evolving and our state standards have recently been revised. These changes have caused our test reliability and validity to be skewed for the last two years. We also had a period of time in which there were testing inconsistencies that rendered our data invalid. In addition, the cut scores have changed over time as well. Because it takes two years (per state law) for our scores to be considered for evaluation purposes, it is recommended that we track these scores and use them to improve instruction, but NOT as comparison data. (More information on the Missouri MAP test can be found here; more information on the Missouri EOC test can be found here.)

Our graduation rate has increased dramatically from 70% in 2011 to 90% in 2018--an improvement of which we are especially proud! Additionally, we have substantially reduced our dropout rate, which was 8.8% and is now 3.3%. Finally, our four-year graduation rate has increased from 70% to 88% and our five-year graduation rate from 73% to 94%. We attribute our marked improvement in student success to our concentrated efforts in building relationships with our students and in improving student engagement through our use of instructional strategies, which is fueled by our PLC data cycle work.

Fulton’s ACT scores have historically fallen 1 to 1.5 points below the state and national averages despite varied and ongoing efforts to improve these scores. We believe that there are several reasons for these lower scores, and we will continue to address improving our ACT scores.

When Missouri required all students to take the ACT, we saw a drop in both the state scores and our school’s scores. The first reason we believe our scores are lower than desired is that as a rural school we see a high percentage of our students bypass college in favor of moving straight into the workforce, the military, or a trade school. Those students who are opting for trade schools are entering welding school (Nevada, MO), boat mechanic school (Lake of the Ozarks, MO), or State Technical College of Missouri (Linn, MO). These schools place much less emphasis on the ACT, so these students, who are now required to take the test, have no real investment in preparing for it, as they do not need specific scores to realize their educational goals. It is our understanding that many rural districts in Missouri experience scores that are lower than their larger neighboring districts, which see far more of their students preparing for college. Many of our students find the ACT irrelevant to their needs and choose not to prepare for the exam; when these students were then required to take the exam, their scores ended up pulling down our average.

The second reason that we believe our scores are low is that we have seen the number of students who are eligible for free or reduced-price lunches increase dramatically in the last few years, which speaks to a higher level of poverty in our community. Many of our students are living the reality of poverty every day and feel as if they don’t have the funds or ability to pay for college. These students have been entering the military or workforce in hopes of saving up money to attend college. In their current situation, the ACT test score is secondary or irrelevant to their immediate needs.

Finally, we as a district are currently educating a group of sophomores, juniors, and seniors who have historically struggled with testing. These students have scored low on state tests since they were in elementary school, and two of our three elementary schools were deemed unsatisfactory based on the scores of these students. These schools were placed in the school choice category by the state of Missouri as a result. When these same students reached middle school, our middle school was one step away from being taken over by the state of Missouri due to low test scores. At the high school, we have been preparing for the best way to increase the performance of these students both in the classroom and on standardized tests for some time. We believe that the multiple steps we have taken--matching at-risk students with faculty coaches, improving our intervention procedures, implementing On-Track Tuesday advisory sessions, and adopting the Intensive Care Unit for missing assignments--to provide supports for these students, in addition to the focus we have placed on intentionally improving instruction through the renewed implementation of Professional Learning Communities and targeted, teacher-driven professional development, has truly prepared us to support and guide these students in particular as well as to improve our instruction for all students.

In addition the strategies noted above, we are continuing to plan for increasing our students’ scores on the ACT. We have intentionally embedded ACT preparation and practice into the curriculum beginning with the 9th grade, in hopes that the skills and material necessary for success on the exam will be familiar and understood at a deeper level by the time they are juniors and begin ACT testing. We will continue to work with our students and staff to further develop our plans to help each student attain success no matter their future plans; we are confident that this focused preparation will result in higher ACT scores for all.

Even with the strategies we have implemented, we are not happy with our students’ current ACT performance, but looking back at the achievement level of these students on previous state and national standardized tests, we feel that we have made progress. We knew, given the circumstances outlined above, that we would see a negative impact on our ACT scores, but our students are progressing and closing the gap. We hope to continue this trend and surpass the state and national average in the next few years.

Fulton High School completed a mock site review for recognition as a Missouri Professional Learning Communities Exemplary School. Our MO PLC Rubric and Artifact Collection Tool can be accessed here as well as from the Leadership Team page of our FHSPLC website. We received very favorable feedback after our mock review, but our official review is currently on hold. Missouri’s Department of Elementary and Secondary Education is currently undergoing changes in leadership and funding, which has caused the MO PLC organization to at least temporarily suspend all site reviews.

Please note pdf versions of many of our webpages have been uploaded in Step 8 Addition Documentation/Additional Files; the links in these pdf files are “live” and allow access to many of our meeting agendas/minutes. Additionally, our entire FHSPLC website is accessible through this link and is linked in various narratives throughout our application.

FULTON HIGH SCHOOL AWARDS and RECOGNITION:

  • Leadership Team selected to present at the 2019 Missouri Powerful Learning Conference, “PLC - Succeeding at the Secondary Level”
  • Dollar General Community Outreach $10,000 Literacy Initiative Grant Recipient - 2018
  • Missouri Professional Learning Communities - FHS is currently a Candidate for Exemplary PLC Status (our “Missouri PLC Rubric Artifact Collection Tool” is available here and includes links to our artifacts) - 2018
  • Community Garden $500 Foundation Grant Recipient - 2018
  • Missouri Department of Conservation $500 and $250 Discover Nature Unbound Grant Recipient - 2017

FACULTY AWARDS and ACHIEVEMENTS:

  • Missouri Association of Student Councils Principal of the Year - 2018
  • District Teacher of the Year - 2017, 2008, 2006, 2004, 2000
  • District Stellar Staff of the Quarter Recognition - 2015-16 (2), 2014-15 (2), 2013-14 (2), 2012-13 (3)
  • Missouri Business Education Association - President
  • Missouri Association of Career and Technical Education - President
  • Missouri FBLA Foundation Board - President
  • State Personal Finance Curriculum Team Member
  • National Speech and Debate Association - Two-Diamond Coach

STUDENT ACADEMIC ACHIEVEMENTS:

State End of Course Exams

  • 2 students earned perfect scores - 2018 (partial results)
  • 7 students earned perfect scores - 2017
  • 3 students earned perfect scores - 2016
  • 6 students earned perfect scores - 2015
  • 16 students earned perfect scores - 2014

Graduation Rate

  • 90% Graduation Rate - 2018
  • 70% Graduation Rate - 2011

Drop out rate has decreased from 8.8% in 2011 to 3.3% in 2017

Cumulative Scholarship earnings for the Class of 2018 - over $877,388

STUDENT AWARDS - Activities:

Future Business Leaders of America

  • National Finalists - 2018
  • National Qualifiers - 2018, 2017, 2016
  • State Finalists - 2018, 2017
  • Outstanding Chapter Award - 2017, 2016
  • State Gold Chapter of the Year Award - 2018, 2017, 2016, 2015, 2014

Callaway County Chamber of Commerce Allen L. Conner Youth Award

  • 2018 - National Honor Society and International Thespian Troupe 4565
  • 2017 - Student Council

Missouri Association of Student Councils Distinguished Senior Leaders

  • 2018 - three recipients
  • 2017 - four recipients

National Speech and Debate Association

  • 2018 - 16 current members and degrees, 19 active members
  • 2015-present - 43 members of record

International Thespian Society - 2018

  • 14 active members
  • 9 Two-Star Scholar Thespians

FINE ARTS AWARDS - Choir:
Large Ensemble State Music Festival - 2018

  • I - Superior (Combined Choirs)

Large Ensemble State Music Festival - 2016, 2018

  • I - Superior (Chamber Singers)

Large Ensemble State Music Festival - 2015, 2016, 2017

  • II - Outstanding (Combined Choirs)

Large Ensemble State Music Festival - 2015, 2017

  • II - Outstanding (Chamber Singers)

All State Choir - 2015, 2016, 2017

  • One All-State Student

All State Choir - 2018

  • 4 All-State Students

All-District Choir

  • 8 Students -2015     
  • 15 Students - 2016
  • 11 Students - 2017
  • 9 Students - 2018

Chamber Singers auditioned and selected to perform National Anthem for State Wrestling - 2018

Worlds of Fun Music Festival- Overall Grand Champions & 2018 1st Place Mixed Choir - 2018

District Music Festival - 2015

  • I - Superior - 2 events; II - Outstanding - 9 events; III - Satisfactory - 3 events

District Music Festival - 2016

  • I - Superior - 3 events; II - Outstanding - 12 events; III - Satisfactory - 7 events

District Music Festival - 2017

  • I - Superior - 7 events; II - Outstanding - 14 events; III - Satisfactory - 4 events

District Music Festival - 2018

  • I - Superior - 9 events; II - Outstanding - 12 events; III - Satisfactory - 2 events

State Music Festival - 2018

  • Gold - 6 events; Silver - 1 event; Bronze - 2 events

State Music Festival - 2017  

  • I - Superior - 4 events; II - Outstanding - 3 events

State Music Festival 2016

  • II - Outstanding - 3 events

State Music Festival - 2015

  • II - Outstanding - 2 events

FINE ARTS AWARDS - Band

Marching Band: Parade - 2018

  • 2nd Place; 3rd Place

Marching Band: Indoor Color Guard - 2018

  • 1st Place

Marching Band: Indoor Drumline - 2018

  • 1st Place (twice)

Marching Band: Parade - 2018

  • 1st Place (twice); Outstanding Guard (twice); Outstanding Percussion; Outstanding Music (twice); Outstanding Visual

Marching Band: Field - 2018

  • Grand Champion; 1st Place; 2nd Place; Outstanding Music; Outstanding Percussion

Marching Band: Indoor Drumline - 2017

  • 3rd Place; 4th Place

Marching Band: Field - 2017

  • 2nd Place

Marching Band:  Indoor Color Guard - 2016

  • 1st Place; 2nd Place

Marching Band:  Parade - 2016

  • Outstanding Guard; Outstanding Drumline; 1st Place (twice); 3rd Place

Marching Band: Field - 2016

  • Outstanding Guard (three times); 2nd Place (three times)

Marching Band: Indoor Color Guard - 2015

  • 1st Place; 2nd Place (twice)

Marching Band: Parade - 2015

  • Division Champion; Parade Grand Champion; 1st Place (twice); 2nd Place; Outstanding Guard; Outstanding Visual

Marching Band:  Field - 2015

  • 2nd Place (four times); 4th Place (in a different division)

State Music Festival - 2018

  • 1 - Superior Large Ensemble

State Music Festival - 2018

  • Bronze - 2 events; Silver - 1 event; Gold - 6 events

State Music Festival - 2018

  • Bronze - 6 events; Silver - 5 events

State Music Festival - 2016

  • 2 - Outstanding rating

State Music Festival - 2017

  • II - Outstanding - 2 events; I - Exemplary - 2 events

State Music Festival - 2017

  • II - Outstanding - 3 events; I - Superior - 4 events

State Music Festival - 2016

  • II - Outstanding - 2 events; I - Exemplary - 2 events

State Music Festival - 2015

  • II - Outstanding, 2 events; I - Exemplary, 2 events

District Music Festival - 2018

  • III - Satisfactory, 1 events; II - Outstanding, 14 events; I - Superior, 11 events

District Music Festival - 2016  

  • III - Satisfactory, events; II - Outstanding, 15 events; I - Superior, 4 events

District Music Festival - 2015  

  • I - Superior - 4 events; II - Outstanding - 12 events

Northeast All-District Honorable Mention Band, 1 student - 2017-2018
Northeast All-District Band, 2 students - 2017-2018
Northeast District Jazz Band Alternate, 1 student - 2017-2018
Missouri All-State Honorable Mention Band, 1 student - 2017-2018
Northeast All-District Honorable Mention Band, 1 student - 2016-2017
Northeast All-District Band, 2 students - 2016-2017
Northeast All-District Honorable Mention Band, 1 student - 2015-2016
Northeast All-District Band, 2 students - 2015-2016
Northeast All-District Honorable Mention Band, 1 student - 2014-2015
Northeast All-District Band, 3 students - 2014-2015
Missouri All-State Band, 1 student - 2014-2015

ATHLETIC AWARDS

  • Track State Finalist - 2018
  • Cross Country District Finalists - 2018, 2017 (team), 2016 (team)
  • Cross Country State Finalists - 2017
  • Cross Country District Championship - 2016
  • Boy's Basketball Conference Champions - 2018
  • Boy's Basketball Conference, 2nd Place - 2017
  • Wrestling State Finalists - 2017

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