Holly High School Home Page
« March 2017 »
Sun Mon Tue Wed Thu Fri Sat
26
27
28
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
1
2
3
4
5
6
7
8

 

A Great School!
 
   HOLLY HIGH SCHOOL
Dave Nuss, Principal
6161 East Holly Road
Holly, MI 48442-1798
 
 
Status of HOLLY HIGH SCHOOL
 
I. Mission Statement: The mission of Holly High School is to provide a safe environment that encourages academic growth, creativity, personal development, and productive citizenship.
 
II.   School Improvement Goals:
  1.  All students will demonstrate improvement in their mathematical skills in a variety of contexts.
  2. All students will demonstrate improvement in their scientific knowledge in a variety of contexts.
  3. All students will demonstrate improvement in English language arts in a variety of contexts.
 
 
III. Action Steps
English Language Arts (Reading and Writing)
Objectives
  1. Continue professional development including AP training for all department members.
  2. Prepare staff for ACT/MME changes.
  3. Continue to evaluate and assess curriculum units and assessments and make necessary revisions.
  4. Adjust curriculum to meet trimester format.
  5. Create pacing guides for all English courses.
Plan
  1. Complete 10 Honors curriculum in UbD format. (Will need vertical team meetings to align course objectives with other Honors/AP courses.)
  2. Complete Speech curriculum in UbD format.
  3.  Utilize department meetings and collaboration days to review and assess new (senior) curriculum units.
  4. Attend seminars/training to study proposed changes for ACT/MME standardized test (07).
  5. Quarterly meetings with AP vertical team to align course objectives.
Impact
  1. A 9-12 vertical honors/AP pathway is available to students seeking a more challenging, rigorous curriculum in preparation for college.
  2. 38 students took the Advanced Placement English (Literature and Language) exams.
  3. 21 of 38 students taking the 2006 AP English exam earned a 3 or better on a scale of 1-5.
  4. The integration of ACT/MME practice units will enable the students to be successful on the ACT/MME.
  5. All curriculum is aligned with State standards and benchmarks, as assessed by the ACT/MME.
Next steps for 2007-2008 school year
 
  1. Need vertical team meetings to align course objectives with all Honors/AP courses.
  2. Create pacing guides for all English courses.
  3. Utilize department meetings and collaboration days to review and assess curriculum units.
  4. Review Common Assessments to align with ACT/MME.
  5. Confirm vocabulary roots units for 9-11.
  6. Analyze ACT/MME grammar requirements and create units 9-11.
 
Mathematics
Objectives
  1. Align curriculum with the state content expectations for Algebra I, Geometry, and Algebra II.
  2. Develop a plan for restructuring classes to meet the needs of the class of 2009 and beyond.
  3. Implement new Geometry and Algebra II programs.
  4. Select new Pre-Calculus and Calculus programs.
Plan
  1. Collaborate with math department colleagues that teach same content to develop common assessments and align the curriculum with the new state content expectations.
  2. Revise pacing guides for Algebra I & II and Geometry to meet the new state expectations.
  3. Explore methods of instructional delivery to meet the needs of all students, with special attention spent on the incoming freshmen that need to meet the new requirements.
  4. Restructure current class offerings to align with the state content expectations.
Impact
  1. Documentation and alignment of curriculum provides clarity and leads to effective instruction for all students.
  2. We will better prepare and meet the needs of our students.
  3. Develops a more focused and purposeful delivery of math curriculum.
  4. Prepares the staff of the math department to meet the new, more stringent, state standards and expectations.
  5. 51% of testers scored a level I or II on the 2007 MME
Next steps for 2008-2009 School Year
  1. Align the Pre-calculus curriculum to the state content expectations.
  2. Write common assessments for units and revise term assessments.
  3. Implement new Pre-calculus and AP Calculus materials.
  4. Write curriculum for Algebra I, Geometry, and Algebra II using the Understanding by Design model.
  5. Pilot a two-year Algebra Foundations class that covers the Algebra I curriculum.
 
Science
Objectives
1.   Finalize pacing guides for Biology 9 and Chemistry.
2.   Revise and develop common assessments for Biology 9, Chemistry, Essential
             chemistry, Essential Physics and Physics.
3.   Use MME/ACT data to adjust curriculum.
4.   Include ACT prep to current classes.
Plan
1.   Subject area meetings with Curriculum Department to develop common
             assessments.
2.   Departmental collaboration and assessment of MME/ACT results.
Impact
1.   Improve student achievement in science.
2.   61% of testers scored a level I or II on the 2008 MME.
3.   45% of freshman earned an “A” or “B” for 2nd term Biology.
4.   190 students successfully completed Chemistry or Advanced Chemistry.
Next steps for 2008-2009 School Year
1.    Implement common assessments in each discipline.
2.   Refine curriculum to ensure continuity.
3.     Revise pacing guides for all courses.
 
 
Social Studies
Objectives
  1. Improve core courses to effectively manage trimester scheduling.
  2. Incorporate Pearson Benchmark common assessments.
  3. Implement additional best practice methods into instruction.
  4. Create cumulative common testing in core classes.
  5. Align assessment tools with HSCE.
  6. Develop strategy to align World History with HSCE.
  7. Incorporate additional extended response writing into courses.
Plan
  1. Create common pacing guides for instruction of core courses.
  2. Train teachers on use of Benchmark.
  3. Continue teacher PD on best practice strategies.
  4. Author digital curriculum housed on networked shared drive to improve teacher collaboration and student equity.
  5. Pilot distributive learning assessment in core courses.
  6. Include common writing prompts/assignments in course pacing guides.    
Impact
  1. 89% of testers achieved a level I or II score on the 2007 MME.
  2. Core courses aligned with HSCE
  3. Staff familiarity with and application of best practice strategies continues to improve.
  4. Digital curriculum housed on networked shared drive in place for U.S. History.
 
Next steps for 2008-2009 School Year
  1. Professional development and collaborative planning by subject area.
  2. Collect and analyze common assessment data
  3. Present World History resources for approval by Ed Council
  4. Revise course sequence to more appropriately align with HSCE
 
 
Accreditation Status
 
NCLB Information:
 
Preliminary results indicate Holly High School did not meet the Adequate Yearly Progress (AYP) requirement of the Federal No Child Left Behind Act (NCLB) for the 2006-07 school-year. While the junior class as whole met the AYP requirements, one sub-group populations did not meet AYP requirements as established by NCLB. Currently, staff is developing a plan to ensure achievement for all Holly High School students.
 
Official Pupil Retention Rate is 95.56%
Holly High School tested 95.5% of the 11th graders
 
Ed Yes information:
 
Holly High School received a “B” grade for the Michigan School Report Card.
 
NCA/AdvancEd information
 
Holly High School
 
Holly High School has been North Central Accredited (NCA) since 1948. 
 
Assessment Data
 
High School Reading, Writing and ELA
 
 
Reading
Writing
ELA
 
2007-08
2007-08
2007-08
State
 
 
 
ISD
 
 
 
District
 
 
 
 
 
 
 
 
 
 
High School Math
 
 
Math
 
2007-08
State
 
ISD
 
District
 
 
High School Science
 
 
Science
 
2007-08
State
 
ISD
 
District
 
 
High School Social Studies
 
 
Social Studies
 
2007-08
State
 
ISD
 
District
 
 
 
 
In appendix: 2007-08 & 2007-08 achievement data in the ELA, Math, Science and Social Studies disaggregated by:
  • Low Income
  • Disability
High School Opportunities
Holly High School students may take advantage of numerous opportunities to explore and excel in their particular areas of interest. Students may pursue a traditional college preparatory program or a more rigorous path that includes advanced placement or honors courses. Technically gifted students may choose the CAD, Technology Exploration, and computer sciences career path or they may pursue more vocationally related course work through the Northwest Oakland Tech Center. The table below indicates enrollment in Career Prep programs available to Holly students. Percents are based on the spring enrollment count.
 
2006-07
2007-08
 
Male
 
Female
% of Enrollment-Spring
 
Male
 
Female
% of
Enrollment-
Spring
Co-op ED
6
4
.7%
 
 
 
Dual Enrollment
1
3
.3%
 
 
 
NW Oakland Tech
66
39
8%
 
 
 
OSM-Tech
0
1
na
 
 
 
Comm. Based Instr.
20
8
2%
 
 
 
AP Physics
9
5
1%
 
 
 
AP English 12
6
20
1.8%
 
 
 
AP English 11
14
20
2.4%
 
 
 
AP Calculus
7
4
.7%
 
 
 
AP Stats
3
13
1%
 
 
 
 
Parent Involvement
 
Parent involvement and communication is enhanced with the publication of all teacher email addresses, use of staff voicemail accounts, classroom phones, and parent/teacher conferences held three times per year, once for each of the three terms. However, parents are invited to meet with teachers any time throughout the school year by appointment.
 
Parent participation in traditional parent/teacher conferences seems to be decreasing as web access through Edline, voicemail, and email in increasing.
 
Parent/Teacher Conferences
 
 Fall Conferences
Spring Conferences
 
Male
Female
Total
Male
Female
Total
2007-08
 
 
 
 
 
 
2006-07
34%
38%
36%
28%
27%
27%
2005-06
52%
52%
52%
43%
44%
44%
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Site Map | Privacy Policy | View "printer-friendly" page | Login   In Japanese  In Korean  En français  Auf Deutsch  In italiano   No português  En español  In Russian  
Site powered by SchoolFusion.com © 2017 - Educational website content management