Griffith  Public  Schools    

 

    Griffith High School PL221/NCA AdvancEd Continuous School Improvement Plan 2011 - 2012 Griffith, Indiana Corporation #4700 School #4173

  1

INDEX Page Section 1 Statutes and Rules to be Waived

3

Narrative description of the school, the community and educational program, and the GHS School Improvement process

3

Description and location of curriculum

7

Titles and description of assessment instruments to be used in addition to ISTEP+

9

Provision to offer all students the opportunity to earn an Academic Honors Diploma

12

Goals for increasing High Achievement Status

15

Provision for a Safe and Disciplined Learning Environment

16

Provision to maximize parental participation in the school

18

Pl221 Instructional Goal Committees 2008-2011

19

Section 2 Mission Statement and Belief Statement

22

Section 3 Existing data, data analysis and implications Summary of Data

24-31 32

Section 4: Griffith High School Achievement Objectives; Attendance, ISTEP+, Graduation Rate

34

GHS School Improvement Goals

35

Strategic and Continuous School Improvement Plan 2011-2013

36

Provision for the coordination of technology initiatives and ongoing professional development activities GHS Three Year Professional Development Plan

37-40 41

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Statutes and Rules to be Waived Griffith High School requires no statutes or rules to be waived in this Public Law 221 School Improvement Plan. Section 1 Introduction, including the following: 1. A

Narrative description of the school, the community and educational Programs, continuous school improvement process

1. B

Description and location of curriculum

1. C

Titles and description of assessment instruments to be used in addition to ISTEP+

1. D

Provision to offer all students the opportunity to earn an Academic Honors Diploma

1. E

Goals for increasing High Achievement Status

1. F

Provision for a Safe and Disciplined Learning Environment1G.

1.G

Provision to maximize parental participation in the school

1. A Narrative Griffith High School, a grade 9 – 12 facility has an enrollment of approximately

931

students. It is the only high school in the Griffith Public Schools district. It is a part of a school corporation that includes three elementary schools (K – 6) and a middle school, which is located on the same campus as the high school. There is also one parochial elementary school (K – 8) that is found in the school town. Total enrollment of the Griffith Public Schools is 2,585. Griffith High School is located in a residential area of the community. The school was constructed in 1954 and has since added a cafeteria, two-story educational wing, auditorium, pool, stadium and field house. Griffith High

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School completed a $23M capital improvement project in 2004 and a complete roof project in 2007. The student body of Griffith High School is divided males, 415 to females, 515. The ethnicity of the student population reflects what is seen in the larger Griffith community. The composition of the student body and how it has changed over the last few years is depicted below. Enrollment average has remained static over the last three school years; however; the overall student population is decreasing in the middle school grades. Griffith High School has forecasted a decreased enrollment in the next three years. Class sizes average 28 students per class from department to department. As of the writing of this report, the total high school enrollment is 931. The GHS African American population has increased by 2.4% and the Hispanic by 4.6 % over the last three years.

Year

Native Am.

Black

Asian

Hispanic

MultiRacial

White

2010-11

2 0.2%

160 17.1%

8 0.8%

162 17.4%

548 58.8% 50 5.3%

2009-10

3 0.3%

147 15.7%

4 0.4%

141 15.0%

595 63.5% 47 5.0%

2008-09

1 0.1%

137 14.5%

5 0.5%

121 12.8%

632 66.8% 50 5.3%

Free and Reduced Year 2009-10 2008-09

Paid Lunch 68.4% 72.7%

Reduced Lunch 8.0% 8.1%

Free Lunch 23.6% 19.1%

The greater Griffith community has been negatively affected by the downturn in the economy. Students receiving Reduced Lunches had increased by 2.4 while Free Lunches increased by 8.7 % over the past three years. As of the writing of this report, final numbers for Free and Reduced were not available for the 2011-12 school year. The GHS staff that delivers instruction is comprised of 46 certified staff and two instructional aids in the special education department. Students receive guidance and 4

counseling services from two certified guidance counselors. Two library aids deliver media services. Department

Number of Certified Faculty

Art

2.5

Business

3

Career and Technical

1

English/Language Arts

7

Family and Consumer Science

2

World Languages

4

Mathematics

6

Music

2

Physical Education/Health

4

Science

6

Social Studies

5

Special Education

3

Guidance

2

Total

47

There are many programs offered to students at Griffith High School to enable a student to graduate within four years. Credit Recovery is offered to senior students who are deficient 1 or 2 credits of the 47 required for graduation. The high school offers its own alternative education program to students who do not experience success in the traditional setting.

Certified staff in the mathematics, science and world languages departments

provide after-school tutoring. GHS sponsors 18 extra curricular and co-curricular clubs and organizations and 19 sports teams. The greater Griffith community is active at GHS. Community input is valued and sought. GHS facilities are open to the community in the mornings for a safe and secure place for exercise. Ivy Technical College utilizes GHS as a satellite campus. Local business and foundations support the school through financial and material donations. Additional community groups are active in

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Griffith High School’s ongoing development include the following: Band Booster’s, Principal’s Panther Council, Adult Athletic Boosters, Parent Teachers Committee and the Griffith Education Foundation. Two career and technical advisory boards provide advice on curriculum and current industry standards. Parents and business representatives also sit on the Griffith High School’s Steering Committee, which provides input into the school’s educational and instructional programs that impact its climate and culture for learning.

Strategic and Continuous School Improvement Process During a February 2010 Steering Committee meeting, it was determined through the study of the 2009-10 PL221/NCA report and up-to-date data that goals needed to be built upon weak student performance in writing, reading comprehension and algebra. The steering committee determined more collection of data was necessary for the faculty to develop appropriate goals and strategies. In March of 2010 the principal met with the PL221 2008/09 goal committees and assessed the progress of the plan. Student progress was also discussed. During the January 2011 faculty meeting data was presented to the faculty for a pre-analysis opportunity. Throughout March, goal committees met to analyze data and present to the faculty their findings. Committees were reestablished based upon the NCA/ADVANC-ED Seven Standards format. Buy-in from the faulty was important to them. The process of analyzing and determining areas of strength and needs was valued. At the end of the committee meetings the faculty came together and was presented with each committee’s findings and proposed goals. It was the consensus of the faculty that three areas emerged as student performance goals. Continued work was on going through the month. At the April faculty meeting, finalized goals and strategies were presented. It was noted that continued professional development in Data Analysis was needed in order to change instructional strategies in the classroom that would have great impact on student achievement.

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1B. The description and location of curriculum: A curriculum guide for Griffith High School is located in the main office of the high school and is available to the community. The each teacher has a copy of his or her respective department’s curriculum. Students at Griffith High School are offered a comprehensive curriculum. Students may earn an Academic Honors Diploma, Core 40 Diploma, Technical Honors Diploma or a Regular Diploma. Forty-seven teachers instruct 109 course offerings. Beginning the students’ junior year, 17 technical or career courses are offered through the Hammond Career Center in Hammond, Indiana. The curriculum is continually updated to ensure it is aligned with the state standards. Information is shared at faculty meetings, department chair meetings and department meetings. Dialogue is ongoing regarding instructional practices and delivery of curriculum, expected student performance and state standards. Description: Each curriculum guide includes the following information: Course Description General Overview Prerequisites (if required) Material Covered Major text Date of the last or most recent textbook adoption Fundamental Goals of the Course Unit Description and Objectives Description Objectives State Standards Evaluation

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Technical and Career Education: Students interested in training for a possible career in a technical/vocational career can begin their training by participating in the Hammond Career Center starting in their junior year. Training in careers such as cosmetology, auto-body, auto-mechanics, culinary arts, computer repair and programming, and welding are examples of programs offered. GHS students attend for three hours in the morning and are then bussed back to GHS for afternoon academic classes. GHS receives Carl Perkins Funding for 16 courses and is being evaluated for an additional 10. Special Education: The special education program at GHS services approximately 100 students. Three teachers and two para professionals deliver instruction and services. Disability areas include learning disabled, emotionally disabled, mildly mentally handicapped, multiple handicapped, moderately mentally handicapped. autistic, other health impaired, communication disordered, vision impaired and hearing impaired. Integrated classes are co-taught by a general education teacher who is assisted by special education teachers. Teachers responsible for team teaching are provided release time bi-monthly to collaborate and plan instruction. Dual Credit Programs:

Dual Credit/Concurrent Credit is an option for high school students to simultaneously take college classes while in high school, to receive college credit, and to fulfill high school requirements. Currently, GHS offers 19 opportunities to earn college credit. Articulation agreements with Ivy Technical College, Purdue North Central and College Board approved Advanced Placement courses provide this option to the students. It is now possible for seniors to graduate from high school with also completing their first year of college. A student can earn as many as 30 college credits during their junior and senior years. Approximately 305 students are scheduled into courses that offer this opportunity. Ivy Technical College courses are tuition free. Purdue North Central cost is $ 25.00 per credit hour and students who qualify for Free/Reduced Lunch are tuition free. 1C. Assessment instruments:

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Griffith High School utilizes a variety of assessment instruments throughout the school year. The following are titles and descriptions of assessment instruments to be used in addition to Indiana Statewide Testing for Educational Progress Plus. The Standardized Testing and Reporting Program (STAR) STAR is employed to assess and evaluate the grade level reading abilities of the GHS grade 9 integrated English class students and special education students. The results are used to determine instructional and learner outcome goals. Accelerated Reader Accelerated Reader assesses students’ reading with four types of quizzes: Reading Practice, Vocabulary Practice, Literacy Skills, and Textbook Quizzes. Whole School Writing Rubric All students engage in the writing process across the curriculum. The ISTEP+ & 6+1 writing rubric is employed for assessment. LAS Links The LAS Links English Language Proficiency Assessment, is an NCLB – compliant instrument that is used in Grade K-12 as a formal and standardized method of determining language proficiency. The test results provide important information for screening and placing English Language Learners (ELL) and subsequently for monitoring proficiency English. The assessment measures the competencies necessary for successful academic and social language usage in mainstream classrooms: Speaking, Listening, Reading, Writing, and Comprehension. All ESL students are tested in the fall and spring until their level is determined to be proficient. Advanced Placement Testing Course A.P. tests in English, Calculus, Biology, Art History, Government, U.S History and Spanish are administered to students. Final grades earned and

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placement scores are analyzed and compared. Grade 11 or Grade 12 students take Advanced Placement tests, and postsecondary credit is given to students who demonstrate acceptable levels of achievement on the tests. The minimum score for which credit will be awarded is three. End of Course Assessments As part of Indiana’s school accountability system under Public Law 221, Core 40 End-of-Course Assessments (ECAs) are designed to ensure the quality, consistency, and rigor of Core 40 courses across the state. Aligned with Indiana’s Academic Standards, End-of-Course Assessments are instruments measuring what students know and are able to do upon completion of targeted Core 40 courses. In addition, the End-of-Course Assessments are an integral component of Indiana’s P-16 Plan for Improving Student Achievement. As a part of this vision, these exams would serve an additional purpose of providing valuable information for college placement. Areas tested are Algebra I, English 10 and Biology. Student Aptitude Test (SAT) The College Board provides SAT scores. They measure the anticipated academic success of a college bound student. The scores that are reported are composite total scores of College-Bound Seniors. Benchmarks include the percentage of Grade 12 students taking the test and a breakdown of SAT scores by student grade point average.

American College Testing (ACT)

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American College Testing ACT, Inc. provides ACT scores.

The ACT test

assesses high school students' general educational development and their ability to complete college-level work. The multiple-choice tests cover four skill areas: English, mathematics, reading, and science. The Writing Test, which is optional, measures skill in planning and writing a short essay. The ACT composite score and the percentage of students taking the ACT are included in the report. They measure the anticipated academic success of the college bound student. Course Final Exams The faculty develops End of Course Final Exams based on the Indiana State Standards and department’s curriculum. Final exams measure what students know and are able to do upon completion of targeted curriculum. Departmental Common Summative Assessments Common summative assessments are given in the Math and Science departments. Data regarding student achievement is gathered and analyzed to drive instruction. Teachers cooperatively develop assessments that measure what students know and are able to do upon completion of targeted curriculum.

1D. Provision to offer all students the opportunity to earn an Academic Honors Diploma Effective beginning with students who entered high school in the 2006-07 school year or

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Class of 2010: ACADEMIC HONORS DIPLOMA (47 credits minimum) In cooperation with the State Board of Education, Griffith High School awards an Academic Honors Diploma to students who complete the following: •

Earn 2 additional Core 40 Math credits



Earn 6-8 Core 40 world language credits



Earn 2 Core 40 fine arts credits



Earn a grade of “C” or above in courses that will count toward the diploma



Have a grade point average of “B” or above



Complete one of the following: 1. Two Advanced Placement courses and corresponding AP exams OR 2. Academic, transferable dual high school/college courses resulting in 6 college credits OR 3. One Advanced Placement course and corresponding AP exam and academic transferable dual high school/college course(s) resulting in 3 college credits.



Score 1200 or higher combined SAT math and verbal



Score a 26 composite ACT



Complete a combination of an AP course (2 credits and corresponding exam) or an IB Standard Level course (2 credits and corresponding exam) and dual high school /college credit courses from an accredited postsecondary institution (3 transferable college credits)

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In cooperation with the State Board of Education, Griffith High School awards provisions to encourage all students to earn an Academic Honors Diploma or to complete the Core 40 Curriculum. This is available to all students of GHS. All students are provided the education and support to succeed and accomplish the Core 40 curriculum. 40 Total State Credits Required + 7 Additional electives are required for GHS diploma 47 Credits required for GHS diploma *Specifies the number of electives required by the state. High school schedules provide time for many more electives during the high school years. All students are strongly encouraged to complete a Career Academic Sequence (selecting electives in a deliberate manner) to take full advantage of career exploration and preparation opportunities. INDIANA CORE 40 Effective beginning with students who enter high school in the 2006-07 school year; Class of 2010 English/ Language Arts

8 Credits Credits must include literature, composition and speech

Mathematics

6 Credits 2 credits: Algebra I* 2 credits: Geometry* 2 credits: Algebra II* (*or complete integrated Math series I, II, and III for 6 credits.) All students are required to take a math or physics course during their junior or senior year)

Science

6 Credits 2 credits: Biology I 2 credits: Chemistry I or Physics I or Integrated Chemistry - Physics 2 credits: any Core 40 science course

Social Studies

6 Credits 2 credits: U.S. History 1 credit: U.S. Government 1 credit: Economics 2 credits: World History/Civilization or Geography/History of the World

Directed Electives

5 Credits World Languages Fine Arts Career/Technical

Physical Education

2 Credits

Health and Wellness

1 Credit

Electives*

6 Credits (Career Academic Sequence Recommended)

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CORE 40 WITH TECHNICAL HONORS FOR STUDENTS ENTERING HIGH SCHOOL IN 2006-07 OR LATER (MINIMUM 47 CREDITS) For the Core 40 with Technical Honors diploma, students must: • Complete all requirements for Core 40. • Complete a career-technical program (related sequence of 8 or more related credits). • Earn a grade of “C” or above in courses that will count toward the diploma. • Have a grade point average of “B” or above. • Recommended: Earn 2 additional credits in mathematics and 4-8 credits in World Languages for four-year college admission. • Complete TWO of the following, one must be A or B: A. Score at or above the following levels on WorkKeys: Reading for InformationLevel 6; Applied Mathematics- Level 6; Locating Information- Level 5 B. Complete dual high school/college credit courses in a technical area (6 college credits) C. Complete a Professional Career Internship course or Cooperative Education course (2 credits) D. Complete an industry-based work experience as part of a two-year careertechnical education program (minimum 140 hours) E. Earn a state-approved, industry-recognized certification

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1E. Goals for increasing High Achieving Students 1. Increase the student enrollment and successful completion of our A.P. courses 2. Increase the percentage of students enrolling and earning dual credit in college accredited classes 3. Increase the number of students scoring at a 3 or higher on the A.P. exams and earning college credit 4. Increase the percentage of students earning Academic Honors Diplomas 5. Increase the percentage of students taking the SAT exam while continuing to score higher than the state and national average 6. Increase the percentage of students earning the honor roll 7. Increase the percentage of students participating in academic team competitions

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1F. Provision for a Safe and Disciplined Learning Environment All staff and students at Griffith High School are in concert to provide a safe and disciplined learning environment. All administrators are trained as certified safety specialists. A crisis management team is identified and annually trained. All staff has comprehensive crisis management manuals readily available in their classroom. Additionally our school participates in the following: •

All students and parents of GHS are provided with a Student/Parent Handbook



Recite of the Pledge of Allegiance followed by a moment of silence via the announcements that are taped and broadcast over the classroom TV’s



Main Office entrance area redesigned to promote security



Require parents to sign their child out of the building showing proper I.D.



Require all visitors to sign-in, provide identification and wear a visitor’s badge



Require all employees, guest speakers and volunteers to have a criminal background check prior to mixing with student population



Require all visitors to remain in a secured area and being invited into the main office



Staff, visitors and substitute teacher wear I.D. badges



Faculty, staff provided swipe cards for entry into building



Establish orderly procedures for classrooms, hallways and extra-curricular events



Communicate discipline concerns to parents



Staff engages in promotion of developing positive relationships with students



Safety Drill Table Top exercises presented during the school year



Safety concerns or relative issues are shared with staff



Faculty, staff and students participate in routine emergency drills



School Resource Officer on duty in building daily

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Administration meets with each grade level to review expectations and procedures



Quarterly meeting with the Town of Griffith to discuss community concerns that relate to school safety



Canine searches throughout year to deter drug usage



Provides adequate supervision in hallways and surrounding facilities



42 cameras located throughout the building Parking areas monitored 24/7 via cameras



Griffith Police Department has access to all security monitors/cameras in patrol cars and at the police department offices



Visibility of staff in “hot spots” is promoted



After School Emergency Action plan in place and distributed to all coaches and sponsors



AED’s are placed strategically throughout the campus



CPR training is offered to faculty and staff yearly



Emergency Crisis kits are throughout the campus



Bus drivers are provided Emergency Response procedures



Building maps provided to First Responders



Participation with Regional Mental Health Center to offer student assistance

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1G. Provision to maximize parental participation in the school Parents are encouraged to be activity involved in the GHS community A. Access to learning aids to assist students with school work at home include Internet message board Email communication between parents and teachers Parent access to Power School One-Call phone system Parent/ Teacher conferences Academic Honor Society Tutors B. Information on home study techniques Parent/Teacher conferences Guidance Department Access to teacher classroom phones Websites to direct students and parents for homework help. A+ Computer @ home study C. Access to school resources Griffith Public Schools quarterly newsletter GHS Administrative Team GHS monthly newsletter GHS Website GPS Website GHS Guidance Department Parent Teacher Conferences Regional Mental Health Services

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Pl221 Instructional Goal Committees 2010-13

Reading

Writing

Math

Technology

Steering Committee

Stephanie Villarreal

J.P Schroeder

Christine Chidichimo

Delincia Smith

Kay Orzechowicz

Teresa Carstensen Jack Gabor

Michelle Udchitz J.R. Ford

Jim Graff

Rita Gray

Thom Howell

Pat Sadler

Jenna Berzy

Jenette Vehrs Barb Luevano Brian Orkis

Shannon Scheidel Tom Golumbeck Scott MacFarland Leigh Dumezich Russ Radtke Debbie Korak Dan Santori Dan Santori Jane Villaroman

Kristina Collard Ramon Gonzalez Eddie Covarrubias Keith Mitchell Mike Mulder Justin Fronek Lisa Megquier Robby Dragamer

Raymond White Marilyn Brunk Lorrainne Hageman Julie Wencloff Sheila Vaclavik Jim Pickett Bonnie Manuel Luann Pramuk

Jenna Candiano Mark Swanson Emily O’Brien

Lynn Roades

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GHS Advance-ED NCA Standards Teams

Standard  One:  Vision  and  Purpose            

Mr. Schroeder Mrs. Chidichimo Ms. Gray Mrs. Wencloff Mr. Russ Radtke Ms. Bandy Mr. Mulder Mr. Woroz   Standard  Tw o:  Governm ent  and  Leadership               Mr. Graff Mr. Vehrs Mr. Ford Mr. Orkis Ms. Berzy Mrs. Luevano Ray White *

  Standard  Three:      Teaching  and  Learning             Ms. Sadler Mrs. Megquier Mrs. Hageman Ms. Dumezich Mrs. Roades Mr. Santori Eddie Chase *

  Standard  Four:    Docum enting  and  Using  Results Mr. MacFarland Ms. Gonzalez Ms. Cohen Mr. Pickett Ms. Koonce Mr. Mitchell   Standard  Five:    Resources  and  Support  System s         Ms. Smith

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Mrs. Orzechowicz Mr. Covarrubias

Ms. O’Brien Mrs. Pramuk Mrs. Habina Standard Six: Stakeholder  Com m unication  and  Relationships Mr. Howell Mrs. Vaclavik Mrs. Brunk Mrs. Korak Mr. Wall Mr. Swanson Mrs. Udchitz Standard  Seven:    Com m itm ent  to  Continuous  Im provem ent         Mrs. Collard Ms. Scheidel Mrs. Carstensen Mr. Gabor Mrs. Villaroman Mr. Golumbeck Mrs. Vellarreal * Indicate community representatives

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Section 2 Statement of Vision, Mission and Beliefs for Griffith High School Vision Statement Griffith High School “Moving Students from Good to Great.”

MISSION STATEMENT

The mission of Griffith High School is to prepare all students to be knowledgeable, responsible and productive citizens by guiding and challenging them to develop their diverse abilities.

BELIEFS STATEMENT We believe:



The mission of Griffith High School must be a shared responsibility between the school, the students, the parents, and the community



All students can learn and improve



Students must recognize that attendance, attitude and behavior affect academic achievement



Students have diverse abilities and learning styles that require teacher to use a variety of methodologies and assessments to meet their educational needs



Students’ diverse abilities and learning styles need to be addressed through ongoing professional development by the faculty and staff



Students must be consistently held accountable both academically and socially

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CULTURAL COMPETENCY To improve the cross-cultural connections and academic performance at Griffith High School we strive to develop and maintain a climate that encourages a set of congruent behaviors and policies providing all stakeholders the opportunity for success. Our goal is to provide training for staff members in the following areas:     

Addressing the needs of all children across all socioeconomic, ethnic, gender, and cultural lines with differentiated instruction. Being sensitive to our diverse population and provide education that teaches the meaning and value of culture and its diversity. Identify the racial, ethnic, language-minority, cultural, exceptional learning, and socioeconomic groups that are included in the school’s student population. Incorporation culturally appropriate strategies for increasing educational opportunities and educational performance for each group identified. Planning professional development activities necessary to increase cultural competency in the educational environment of Griffith High School.

Intervention Strategies to Promote Cultural Competency:               



Focus on multiculturalism within literature and in classrooms. . African-American History - Activities imbedded into curriculum. Hispanic History Activities imbedded into curriculum. Disabilities Awareness Month – Activities in the classroom and school wide. Translators available for conferences. Differentiated instruction to meet the needs of all children across all socioeconomic, ethnic, gender, and cultural lines. Individual and small group instruction for ELL learners. School counselor and mediation services to help students with coping skills. Regional Mental Health Counseling services provided to assist students with specific needs. Monthly meeting with Apartment complex owners to aid families that require special assistance. Team meetings with parents to efficiently assess and evaluate needs of students. Orientation services provided to help families with transition to high school. Targeted students placed in a transitional math course in order to provide basic math skills necessary for success on the Algebra I, ECA. Study skills courses provided to special education students to assist them with preparation in and out of the classroom. Teachers’ forum to discuss A Framework for Understanding Poverty by Ruby Payne. The knowledge gained from this study will aid teachers in differentiating instruction and understanding the environment of student subgroups. Continually assess and evaluate the demographics of our school community.

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Attendance Rate State Average

GHS

 Administrators will continue the use of a three-minute walk through in order to 95.9% 2010-11 obtain information on research-based 96.5% reflective thinking to increase student 95.9% 98.6% 2009-10 achievement.

2008-09 Section 3

96.1%

96.8%

Summary of Data 3. A

Existing Data/Data Collection Instruments

3 B.

Summary of Data

Data Collection Instrument #1 Attendance

Attendance is calculated by the percentage of days attended by all students. Schools with high ISTEP test

scores tend to

have high attendance rates.

Elementary

schools tend to have higher attendance rates than high schools.

Analysis of Data Griffith High School’s attendance rate increased from 2009 to 2010 school term, however due to an extraordinary number of expulsions and suspensions ,the rate decrease by 2.1%. Implications of Data The GHS attendance rate was constant and slightly above the state average. The Handbook committee met in the spring of 2007 to address a tighter attendance policy in an effort to increase the rate. Additionally, GHS students began to experience a new school calendar year. The calendar follows a collegiate format.

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The previous data indicated positive gains in the attendance at GHS. A Positive Behavior Plan is in place to aid in reaching the once higher attendance rate.

Data Collection Instrument #2. ISTEP+ ECA The purpose of the Indiana Statewide Testing for Educational Progress Plus (ISTEP+) program is to measure student achievement in the subject areas of English/Language Arts, Science, and Mathematics. In particular, ISTEP+ reports student achievement levels according to the Indiana Academic Standards that were adopted in November 2000 by the Indiana State Board of Education. The ISTEP+ End-of-Course Assessments (ECAs) are criterion-referenced assessments developed specifically for students completing their instruction in Algebra I, Biology I, or English 10. Beginning with the 2011 Graduating Cohort, ECA data is analyzed to drive instruction at GHS. The following pages contain the ECA results categorized by Graduating Cohorts for English 10 and Algebra I.

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ISTEP+ English 10, End of Course Assessment 78.00% 76.00% 74.00% 72.00%

2010/Cohort 2012 2011/Cohort 2013

70.00% 68.00%

ISTEP+  Algebra  I,  End  of  Course  Assessment   80.00% 70.00% 60.00% 50.00% 40.00%

2010/Cohort 2012

30.00%

2011/Cohort 2013

20.00% 10.00% 0.00%

Analysis of Data Griffith High school experienced significant gains in both English and Algebra I ECA’s. Implication of Data Gains in performance are attributed to the ongoing strategies being employed via the School Improvement Plan.

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Data Collection Instrument #3 Student Aptitude Test

Griffith High School tracks the success of our seniors who take the SAT to begin their post-secondary education. The chart illustrates the average scores for those Griffith students who have taken the SAT since the 2005-06 school year. The scores are divided into the reading, math and writing scores. The charts give the Indiana and national averages.

Analysis of Data GHS students consistently perform below the State average when administered the SAT. Six percent more GHS seniors took the SAT between the years of 2006 and 2009. Implications of Data Although scores indicate GHS seniors are performing lower than the State averages, a higher percent of GHS seniors are taking the SAT.

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Collection Instrument #4 Advanced Placement Advanced Placement Courses offered at Griffith High School are Biology, Calculus and English Composition from 2005 – 2008. Added fall 2009 were Art History and Spanish, and fall 2010 Government and World History.

Percent of Students Passing Advanced Placement Exams

Year

State Average

2008 -2009 2009 - 2010 2010 -2011

10.3% 12.2% TBA

Griffith High School 9.3% 8.1% 22.27%

Analysis of Data A small minority of the Griffith High School student body enrolls into the Advanced Placement Courses. Additionally, the majority of students who take the exam do not earn of 3 or more on the exams. Implications of Data A strategies need to be developed that encourage more students to engage in the rigor of the advanced courses. New curriculum was adopted during the summer 2011 to better prepare the High Ability students for the A.P. exams. During the summer of 2009, all A.P. course curricula were evaluated and accepted by the College Board. GHS increased the number of A.P. courses from 3 to 7 in the past three school years.

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Data Collection Instrument #5 Graduation Rate Graduation rate is calculated from the number of students who drop out in each of the grades 9 through 12. A school with no dropouts in a given year has a graduation rate of 100.

Graduation Rates can

fluctuate from year to year, especially in small schools.

Analysis of Data GHS experienced a 9% decrease with the 2005-2006-calculation formula. Once the new formula was utilized, a new system of procedures to follow students was implemented. The history of the GHS graduation rate was studied and it was determined that there were are no significant gains or loses. Programs were put into place to aid student in graduating with their cohort. A significant gain was appreciated with the Class of 2010. GHS is realizing a small gain in seniors who predict they will attend college. Implications of Data: Programs to aid in increasing the graduation rate are successful. Programs include a Credit Recovery program, one-on-one counselor to student meetings twice a year, and an on campus Alternative School.

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Data Collection Instrument # 6 Diplomas Griffith High School Students are offered course work and curriculum to achieve Honors Diplomas, Core 40 Diplomas, Technical Honor Diplomas or Regular Diplomas. Data is reported as the number of students receiving an Academic Honors Diploma divided by the total diplomas awarded, converted to a percentage.

70 60 50 40

2008-09

30

2009-10

20

2010-11

10 0 Honors

Core 40

Techical

General

Analysis of Data Griffith High School students are participating in more rigorous curriculum and thus earning the Academic Honors and CORE 40 Diplomas. The percentage of students earning a regular diploma substantially increased between the 2010 and 2011 graduating class. Implications of Data Although GHS is experiencing a continuous gain in students earning the Core 40 and Honors Diploma, only 2 students earned the Technical Honors Diploma. Therefore, students who are engaged in the Hammond Career Center need to become involved in curriculum that will earn the Technical Honors Diploma.

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Data Collection Instrument #7 Student Discipline

In addition to suspensions and expulsions, students were assigned after-school detentions.

While

examining this data, one must be reminded the GHS student

body

experienced

three

different

administrative teams and a revision in the GHS Students Handbook relative to the tardy policy and discipline for not attending after-school detentions.

Suspension

08-09

09-10

10-11

9th grade

307

227

188

10th grade

101

107

124

11th grade

91

50

151

12th grade

40

6

71

Days

Expulsions

08-09

09-10

10-11

9th grade

5

9

13

10th grade

4

4

8

11th grade

0

1

17

12th grade

2

5

5

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3 B Summaries of Data Where improvement is needed immediately. Griffith High School data indicates that students are achieving and improving; however, historically students continually perform in all assessed areas at a slow rate of improvement. Specific areas of improvement are identified, and goals to develop these areas are present. Immediate attention is necessary in the following areas: •

Basic skills as assessed in the ECA test in the areas of reading, writing and Algebra I remain areas to be addressed due to the need for continuous improvement. Prevalent in all areas is the significant lack of success of certain sub-populations. Additionally, two subgroups consistently perform below average in all tested areas



Advanced skills need to be addressed such as those required for the academic honors diploma, A.P. classes, and SAT tests. Students do not show a significant gain after 2 additional years of instruction in reading, writing and math. Additionally, an increase in college attendance and success appear to be an area of needed growth.

Based upon data the school wide goals were selected by the Steering Committee to be in the areas of reading, writing and Algebra I.. All strategic plans will include the following to insure all students receive equitable opportunities to achieve. 1. Instructional activities will include appropriate rigor, relationships and relativity to prepare students for a variety of post secondary educational experiences.

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2. Instructional activities will provide immediate opportunities for remediation and /or enrichment. Section 4 Insuring a Strategic and Continuous School Improvement Process 4A Griffith High School’s Achievement Objectives 4B Improvement Goals 4C Strategic Improvement Plan 4D. Provision for the coordination of technology initiatives and ongoing professional development activities 4E Three Year Professional Development Plan 4F. Cultural Competencies

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4A Griffith High School’s Achievement Objectives 1. Attendance Rate: 2011

96.5

2012

97.0

2013

98.5

Griffith High School’s attendance rate is consistently increasing. Although this is above state average, it is necessary to foster a climate that emphasizes it is important to be in school every day at the high school. Our goal is to continue to work with parents to encourage 100% attendance.

The administration will develop ways to enhance communication more

effectively with parents and students. Proactive measures are in place, but need to be more consistently delivered. 2. Percentage of All Students Tested Meeting Academic Standards under the ISTEP +End of Course Assessments: Cohort 2013

85%

Cohort 2014

88%

Cohort 2015

90%

Students tested during 2011 scored significantly higher than in the past. GHS students took the Alg.I and Eng. 10 ECA’s . Although 77% of the students tested passed the Eng. 10 ECA, 80% of students tested passed the Alg. I ECA. Through the Continuous Improvement process, administration, faculty and parents have identified specific areas of weak student performance, a comprehensive school improvement plan has been developed to actively address these areas and continue improvement in scores. 3. Graduation Rate: 2012 93% 2013 96% 2014 99% It is the expectation of the greater Griffith community that students will graduate from

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high school. Our goal is to continue to work with parents and students to meet this goal. Programs to aid in increasing the graduation rate include a Credit Recovery program, a one-onone counselor to students meeting twice a year, and an on campus Alternative School.

4B Improvement Goals Goal One:

An English/Language Arts goal based on the following:



2010-11 ISTEP+ ECA English/L.A.; all students tested, all sub-populations



2010-11 ISTEP+ ECA Language Arts Writing Process subtests



2010-11 ISTEP+ ECA Language Arts Language Conventions subtests



2009 , 2010 & 2011 English ECA scores



SAT scores



Teacher discussions on the Writing Prompt



Language Arts Reading Vocabulary subtest (Classroom)



Language Arts Reading Comprehension subtest (Classroom)

Goal Two: An Algebra/Mathematics goal based on the following: •

2010-11 ISTEP+ ECA Algebra I, all students tested, all sub-populations



2010-11 ISTEP+ ECA Algebra I subtests in Algebra Functions and Data Analysis and Problem Solving.



9th grade Algebra I failure rate



2009, 2010 & 2011 Algebra I ECA scores, all subcategories, sub-populations



SAT/ACT scores

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4C. Strategic Improvement Plan Attachments A, B, and C contain the SIP. The Strategic Improvement Plan is a comprehensive plan that includes the following:



Goals for English Language Arts and Mathematics



Interventions and strategies



Activities



Accountable personnel



Technology



Professional development



Benchmarks and timelines



Assessments



Resources for delivery



Cultural competencies to address subgroup populations

Plan for Achieving Annual Yearly Progress A comprehensive Evidence-Based Plan for Improving Behavior and Discipline for Griffith High School is a part of the school’s overall Improvement Plan. GHS did not achieve AYP during the 2010-11 school year. After analization of data, it became apparent that the number of students removed from the building during the testing session due to suspensions or expulsions impacted the 95% Safe Harbor Participation in both English and Algebra I ECA’s .

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4D. Provision for the coordination of technology initiatives and ongoing professional development activities. 2011 – 2013 Griffith High School’s Continuous School Improvement Plan Technology Technology education for faculty, staff, students and parents is ongoing at GHS. Students have the opportunity to engage in learning new technology in our building on a regular basis. Teachers are provided access to technology and learning opportunities that transfer into the classroom to enhance instruction and student outcomes. Students and parents can access much of the technology from their home computers. Technology has become an excellent learning and communication tool for our greater school community. The implementation of our Power-School program along with the GHS website has made checking grades, assignments, school calendar, café. menu, sporting events, etc. a tool to increase communication for teachers, students and parents. E-mail between school and home has also been beneficial to our school community. Use of this technology is growing rapidly and is improving instruction and parent/teacher communication. One Call communication is in place for large group broadcasting of information via the telephone. Griffith High School is committed to effectively using technology and better serving our students, staff, and school community’s learning needs.

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Technology Plan Curriculum Integration: The use of technology will focus on the following goals: • To increase the effectiveness and quality of instruction through the use of technology in a standards-based curriculum. • To increase and enhance the communication between the major stakeholders in the educational process (students, parents, teachers, administrators, and members of the community). • To effectively aid students through the use of technology to increase student outcomes in areas of ISTEP, SAT, and end of course assessments.

Specific integration strategies include: • • • • •

Teachers will become proficient users of the current technology that is fully integrated into the school’s curriculum. Teachers will deliver instruction utilizing various technological tools, such as PowerPoint Presentations, virtual field trips, web quests, pod casts, and blogs. Teachers will use technology to display student work in the classroom or on a web site. Technology will aid teachers to individualize student assignments in nontraditional ways (i.e. attends to cultural competencies). Staff will utilize the existing technological tools like e-mail, web pages, LCD projectors and MP3 players, document cameras and interactive projectors. o Each teacher will create and maintain a web page providing vital information relative to the interests and activities of the classroom.

Professional Development: The high school staff will become proficient in technology that appropriately addresses our school improvement goals. Activities may include: • Offer and promote training programs facilitated by vendor resources, expert peers, train-the-trainer and district trainers. • Provide release time to share, collaborate, assimilate and apply skills. • Afford opportunities to attend conferences and visit model schools to keep abreast of current trends and best practices in technology. • Identify in-house experts to create a pool for teachers to call upon for one-onone support. • Provide in-service lab time with the aid of the computer coordinator to expand individual technology skills as needed. • Develop a plan for the introduction and communication of new technology skills. • Provide “how-to” manuals for each teacher.

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A Strategy of how the Overall Program will be Continuously Assessed and Evaluated: • • • •

School’s ability to meet the goals of the School Improvement Plan is monitored. Members of the staff are surveyed on availability and relativity of the technology standards as implemented in instruction. Students will give feedback on the use of technology in the classroom. The building technology team will conduct informal observations and discussions.

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Technology Timeline 2011-12 School Year Updated laptops for all teachers Smartboards and teacher training All teachers have a web page overview Staff will utilize the existing technology tools (e-mail, powergrade, web page, webmail, LCD projectors and MP3 players) Teachers will utilize technology to display student work in the classroom or on a web site Professional training in technology 2012-2013 School Year All student work should be transferable on all computers Allotted time for teachers to expand their current web site Laser printers stationed for all departments Access copy machine after school hours A scanner for each department Keep current technology classes up-to date with the updated software programs All computer labs have enough computers to meet class sizes Professional training in technology Installed LCD projectors in all classroom All students provided with a flash/jump drive (add on as a registration fee) Smartboards in most classroom or interactive media Professional training in technology Future meeting dates depend on technology purchases and professional development time allowed.

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4E Three Year Professional Development Plan to address English/Language Arts Goal Year One 2011 - 2012 Semester I •

Distribute information regarding Assessments via PD360 program (Faculty meeting)



Determine Data collection process from PD360 assessment training/ implementation process (Committee meeting)



Implement DATA analysis through continued PD360 (In-service)



Develop 6+1 Writing program (In-service)



Develop Whole School writing Guide and post on Website Committee Meeting (Committee meeting) Continue, add 6+ 1 information

Semester II •

Finalize Summer Reading Program (Committee meeting)



Collaboration time to develop formative and summative assessment (Inservice)



Plan School Wide reading activity (Committee meeting)



Implement first 6+1 Writing Prompt (In-school activity, report out at faculty meeting)



Assess and revise 6+1 Writing Program (Committee meeting, report out at faculty meeting)



Invite guest speaker to address teaching non-English teacher to teach English for writing. (In-service)

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Year Two 2012 - 2013 Semester I •

Revise GHS Writing guide to address 9 through 12 writing rules (Committee meeting)



6+ Writing Prompt: deliver, assess and revise (in-school activity, committee meeting, report out at faculty meeting)



School Wide Reading activity, deliver, assess and revise (in-school activity, committee meeting, report out at faculty meeting)



Plan Curricular Novel Reading Activity (Committee meeting)

Semester II Departmental collaboration on Novel Activity to develop formative and summative assessments ( In-service) •

Implement Novel Program (in-school activity)



Invite guest speaker for Reading Comprehension across the curriculum ( Inservice)

Year Three 2013 - 2014 Semester I •

Continue implementation of Reading and Writing activities. ( in-school activity, committee meeting, report out at faculty meeting)



Gather 2008 - 2011 years of data, assess trends and locally developed assessment instruments. (In-service, faculty meetings)

Semester II 2013-14 •

Develop goals and activities for 2014-15 PL221 Plan (In-service)

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4E Three Year Professional Development Plan to address Math Goals Year One 2011 - 2012 Semester I Collaboration time to develop formative and summative assessment (In-



service) Develop equation writing, sketching and interpreting graphs and quadratic



equations programs (Committee meeting, math department)

Departments write Math Across the Curriculum plans

• Semester II •

Guest presenter on Data Driven Instruction (In-service)



Collaborative time to analyze data department activities and ECA’s (Inservice) Develop writing activities across the curriculum that involve math. (In-



service) Year Two 2012 - 2013 Semester I •

All departments analyze data



Revise common assessments

Semester II •

Analyze ECA/SAT assessments



Math department to revise common formative and summative assessments

Year Three 2013 - 2014 Semester I •

Gather 2011 - 2014 years of data, assess trends of locally developed assessment instruments. (In-service, faculty meetings)

Semester II •

Develop goals and activities for 2013 PL221 Plan (In-service)

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