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.  

  • Each data team sets its achievement goal around a specific, high-leverage academic standard that is embedded within the common assessments given by the data team 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, 91% of the data teams met their achievement goal each semester. 
  • Each team uses a data management system and their curriculum to align their common assessments with the state standards.  Teams use the data from the common assessments and mastery of standards to develop action plans for instruction.
  • Teachers in singleton courses such as band, choir, industrial technology, Project Lead the Way, 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 and revisit them every three years to revise and align with the school mission and vision.
  • All teachers participate in district wide professional development centered around Classroom Instruction that Works (CITW) by McREL.  The main focus of FHHS’s CITW work over the last two years has been around Component One: “Creating the Learning Environment” and the strategies of Learning Objectives, Providing Feedback, Reinforcing Effort, and Cooperative Learning.  As we ended last year and started this year, we began focusing on Component Two: “Helping Students Develop Understanding” and specific strategies of non-linguistics, advance organizers, cues and questions, and notetaking.  Our teachers will finish out Component Two and Three by the end of the 2017-2018 school year and monitoring of CITW’s implementation will continue in classroom observations and classroom walkthroughs.
  • At the building level all teachers participate in school wide professional development surrounding the topic: building relationships.  This year, teachers have been given the choice of three areas for their professional learning:  Equity, Trauma/Restorative Practices, and Student Character/Leadership.  

 

1. Monitoring student learning on a timely basis.

  • Each quarter we compare the growth of special education students compared to their regular education peers on common assessments to monitor our progress towards closing the achievement gap between these groups of students.
  • All data teams have a SMART goal for all students and they monitor all subgroups of students (Free/Reduced lunch, Black, Hispanic, Special Education, and ELL) on every formative and summative assessment.
  • All data teams 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 to meet their SMART goals.
  • All data teams develop a student achievement goal based on a critical learning standard within their content areas. Teachers track and evaluate student growth  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.

  • For more than ten years, FHHS has provided students a weekly forty minute academic support homeroom.  During this time, students can request additional support or enrichment from their teachers and participate in school or class-wide activities. At the same time, students struggling in specific content areas are assigned to tutoring sessions and their progress is monitored week.  Our 9th grade mentoring program, Viking Edge meets 6 times throughout the year during this time to help freshmen transition to high school.  Some topics include:  cooperation and competition, study skills, motivation, etc.
  • We have Behavior Support Teams which is for our most at-risk students behaviorally and academically.  The BST homerooms also meet each week during homeroom time.  The teacher mentor, counselor, and principal meet with these students to support them with “lagging skills.”
  • We have 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.  
  • This year we have a new class that supports first time students in Advanced Placement coursework.  The Foundations of AP consists of problem solving, collaborative, and individual activities created specifically for students who have never taken an upper level course.   
  • Our math and communication arts departments have a certified tutor who works with students identified for extra support by the data team.

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 data teams meets quarterly with the leaders from each data team. During these meetings, we share our 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.
  • All administrators participate in data team walkthroughs during collaboration time.  During the weekly administrative team meeting, typically one to three data teams are selected for discussion and those teams are provided with feedback from the administrative team.

Additional Achievement Data

State Test: Meeting and exceeding proficiency  

School test
(FHHS/state)

2004

2007

2011

2013

2014

2015

2016

2017

Comm. Arts

37/20

55/44

90.8/74.2

87.3/69.1

92.1/ 74.6

89/73.7

91.1/79.2

N/A*2

Math

22/10

62/45

80.9/59.7

67.4/57

74.5/ 54.9

79.7/65.9*1

80.8/66

87.2/71.9*3

Biology

   

77.2/60.6

91.6/74.7

92/ 67.3

90.4/74.3

83.6/66.8

86.3/65.3

Government

 

 

84.1/57

81.3/54

86.6/ 62

88.5/63.4

83/63.3

87.2/65

*1 Algebra I and Algebra II were combined in 2015 under Math.

*2 Com Arts results were not provided by Missouri due to misalignment among questions and test standards provided by the electronic testing site given electronically by the testing company.

*3  Algebra I results were not provided by Missouri due to misalignment among questions and test standards given electronically by the testing company.

 

 

2004

2007

2011

2013

2014

2015

2016

2017

ACT Composite

22.2

22.6

23.0

23.2

23.6

23.1

22.9

23.0

 

Performance on Advanced Placement

2004

2007

2011

2013

2014

2015

2016

2017

Number of AP Exams

32

155

228

529

629

556

596

612

Percent scoring 3 or better

47

53

73

74

71

75

75

75


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • FHHS has 4 National Semi-Finalists, August 2017
  • Named Top Missouri High School in US News and World Report, 2017
  • AP Honor Roll 6 years
  • 4 Perfect ACT Scores, 2015-16
  • FHHS has 4 National Semi-Finalists, August 2014
  • FHHS named one of the best high schools in the country for the second consecutive year, August 2014
  • 4 National Semi-Finalists, July 2013
  • 2 Perfect ACT Scores in June 2013
  • 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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