Francis Howell High School

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

Please present any additional information that indicates your efforts to build a professional learning community have had a positive impact upon students and/or teachers.

  • All staff members set classroom unit based goals in the areas of achievement, attendance, and behavior that are monitored at the end of each unit’s block of instruction on the assessment.
  • Each PLC team sets its achievement goal around a specific, high leverage academic standard that is embedded within the common assessments given by the PLC so that student achievement related to the standard may be monitored and appropriate adjustments in instruction may be developed within the context of the team meetings. Last year, 86 percent of the PLC teams met their achievement goal each semester. 
  • Each PLC uses an assessment monitoring tool to align their common assessments with the state standards.  PLC teams use the data from this assessment monitor to develop action plans for instruction.
  • Individual students who meet the achievement, attendance, and behavior goals each quarter are recognized in celebration activities through student recognition programs.
  • Teachers in singleton courses such as band, choir, journalism, and Advanced Placement collaborate with their course-alike colleagues in the other two high schools in the district.  
  • Our staff, students, and parents set value statements each year that align with the school mission and vision.
  • All teachers participate in district wide professional development within their content areas.  The main focus of the professional development activities this year is Argumentative Writing while math teachers are focusing on the 8 Mathematical Practices of the CCSS.  At the building level all teachers participate in school wide professional development surrounding cooperative learning and teaching argumentative discussions.  Throughout the year, departments and professional learning communities spend significant amounts of time collaborating about how to implement both building and district professional development.

1. Monitoring student learning on a timely basis.

  • Each quarter we compare special education and regular education student learning data in co-teaching classes on common assessments each quarter to assess our progress towards closing the achievement gap between these groups of students. The special education teacher and the regular education teacher meet each quarter with a member of the administrative team to present results and discuss future action plans.
  • All PLC groups administer one common summative exam and  two common formative exams each semester which are entered into a Mastery Connect software system to aid in data collection. Based on the data, teachers form action plans.
  • All PLC groups develop a student achievement goal based on a critical learning standard within their content areas. Teachers track and evaluate student progress toward mastering this learning standard on each of the three common assessments per semester using the Mastery Connect software.    

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

  • This year marks the seventh year of a weekly forty minute academic support homeroom that provides students opportunities to request additional support or enrichment from their teachers and participate in school or class-wide activities. As part of the homeroom, students set individual academic goals that their homeroom teachers help monitor at the end of each quarter. Our 9th grade mentoring program also convenes during this time.
  • We have begun an elective credit course designed to provide direct instruction in a combination of study skills and communication arts, math, or science curriculum. This course provides additional instruction, remediation, and enrichment to enrolled ninth and tenth grade students in a content area in which they have historically been challenged.  
  • Our district has allocated funds to support tutoring in Math and Communication Arts during the school day. We enlist the help of a subject certified tutor to assist classroom teachers on a regularly scheduled basis for 1–3 days per week.
  • Math tutoring is offered every Wednesday after school in the library by a certified tutor.

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

  • The building administrator who oversees our school PLC organization meets monthly with the leaders from each PLC group. During these meetings, we share our PLC groups’ progress toward meeting PLC work product deadlines. We also provide our PLC leaders with ongoing professional development that is taken back to their groups which meet weekly for approximately 45 minutes. 

State Test: Meeting and exceeding proficiency (10th and 11th grades)

 

School test
(school/state)

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Comm. Arts

37/20

39/23

42/43

55/44

59.3/45.7

85.2/72.6

87.4/72.6

90.8/74.2

87.3/73.0

87.3/69.1

92.1/74.6

Math

22/10

21/17

49/42

62/45

60.1/46.7

48.9/52.7

72.3/52.7

80.9/59.7

77.7/56.7

67.4/57

74.5/54.9

Biology

         

77.3/55.1

78.1/55.1

77.2/60.6

76.5/55.0

91.6/74.7

92/67.3

Government

 

 

 

 

 

 

 

84.1/57

75.6/51.7

81.3/54

86.6/62

 

 

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

ACT Composite

22.2

21.9

22.2

22.6

22.5

23.3

23.1

23.0

23.3

23.2

23.6

 

Performance on Advanced Placement

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Number of AP Exams

32

40

74

155

272

270

302

228

402

529

629

Percent scoring 3 or better

47

50

59

53

59

67

60

73

73

74

71

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

     

 

 

 

 

 

 

 

 

     

 

 

         

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • FHHS has 4 National Semi-Finalists, July 2014
  • FHHS had 1 Perfect ACT Score in June 2014
  • FHHS named #7 School in Missouri as ranked by Newsweek
  • Dr. Dave Wedlock named New Principal of the Year 2013 by SASSP (St. Louis Area Secondary School Principals)

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