Anne Arundel County Public Schools
School Improvement Plan 2010-2011
Vision/ Mission School: Evening High Schools The Anne Arundel County Public Schools Evening High School program consists of five evening high school centers serving different geographical sections of the county. The sections represent culturally and economically different population profiles which challenges the evening high schools to provide a relevant, and meaningful program that meets the educational needs of the community and prepares its youth for life after graduation from high school. The mission and vision of the program is to ensure that all students who enter the evening high school program have the opportunity to learn to the best of their ability, accepting the responsibility to meet the high standards established for them.
1
School Improvement Plan 2010-2011 Action Steps Continued School: Evening High Schools Annual Objective Mathematics: During the 2010/ 2011 school year 80% of all students will score at proficient or advanced on the HSA.
Action Steps
Person Responsible
Implementation Team
Teachers will continue to incorporate diffentiated remedial strategies in courses to support student achievement in MSA/HSA mathematics
Lead Administrator; instructional supervisor
Math teachers; guidance counselors; instructional supervisor
Teachers will assess student success and identify and provide appropriate differentiatedinstruction; accommodations & modifications for students who need help in assessed math classes in order to support achievement in mathematics MSA/HSA
Lead Administrator; instructional supervisor
Math teachers; special education resource teachers; guidance counselors; instructional supervisor
Resources/ Staff Development Needed AACPS curriculum pacing guides; Math teachers who are currently teaching assessed classes in the day school program; Carnegie Cognitive Tutor; Scranton Performance Series;VSC; MSDE/MDK12.org; Data Warehouse; professional development. AACPS curriculum pacing guides; Cognitive Tutor for Algebra; MDK12.org; math resource assistance as necessary; professional development.
6
Monitoring Procedure/ Evidence Review of portfolio with weekly formative assessments and differentiated lesson plans; System standardized tests and benchmark data.
Formative assessments; differentiated lesson plans; cognitive tutor; AACPS standardized tests and benchmark exams; classroom observations with notes ; student progress reports; individual student grades and interim reports.
End Date/ Check off when completed On-going; end of marking period; end of semester
On-going; end of marking period; end of semester
School Improvement Plan 2010-2011 Action Steps School: Evening High School Goal 2: All students will be educated in a safe, positive, and supportive learning environment with a focus on security enhancements that support system-wide safety and discipline standards. AACPS will eliminate disparities among all No Child Left Behind (NCLB) student subgroups in the referral, suspension, and expulsion rates for violation of the Code of Student Conduct. Long Range Indicator: By the end of the 2011-12 school year there will be a 20% reduction in the number of secondary students receiving one or more referrals, suspensions, and expulsions for each NCLB subgroup. Baseline: June 2006 – 13,521 referrals* 6,259 suspensions* 326 expulsions* *Data Source – Educational Data Warehouse Statement of Need: Students who are suspended and /or expelled are not benefiting from being part of the classroom learning community. Annual Objective Safety and Discipline: Decrease the number of secondary students receiving one or more referrals, suspensions and expulsions for each NCLB student group by 20%.
Action Steps
Evening high school staff will review discipline sanction materials prior to enrolling students in evening high school
Person Responsible
Lead administrator
Implementation Team
Resources/ Staff Development Needed
Monitoring Procedure/ Evidence
Lead administrator; assistant administrator; guidance counselors and special education resource teachers
Special education compliance manager as applicable
Log of intake conference with parent(s) and student; continuous communications with parents regarding student academic and behavioral progress
9
End Date/ Check off when completed On-going
Continue implementation of intervention strategies to address the causes of student absences and tardiness
Lead administrator
Assistant administrators; content area teachers; Special education compliance manager; home school PPW
Continued monitoring of tardiness and attendance
Daily attendance and tardiness records; phone log of parent contact; discipline records; for excessive tardiness and absences
On-going; end of the marking period.
Evening High School will reduce the number of referrals in the 2010-2011 school year
Lead administrator
Assistant administrator; content area teachers; special education resource teachers
Staff development; implementation of “minor incident reports”
Log of student behaviors and conferences with students and parents to evaluate reasons for unnecessary behaviors
On-going; end of the making period
Practice, review, evaluate and update the School Emergency Management Plan to ensure the safety of students and staff
Lead administrator
All evening high school staff including the night custodial crew
SCEMP; Host school SCEMP
Periodic meetings to review and evaluate the plan; monthly drills
On-going
10
School Improvement Plan 2010-2011 Action Steps School: Evening High School Goal 4: All Anne Arundel County Public School students will be educated in schools that are family-friendly, welcoming environments. Anne Arundel County Public Schools will eliminate disparities in parent and community representation and participation in traditional and non-traditional school-community activities. Long Range Indicator: By the end of the 2010-2011 school year 75 %, and by the end of the 2011/ 2012 school year, 90% of parents, select community members, and the military when applicable will indicate that schools communicate effectively, and are welcoming via interviews, surveys, focus groups, etc. -baseline established in 2007/ 2008 Statement of Need: As the evening high school program continues to grow and become more involved with the community, the evening high schools need to strive to make parents feel that they are a vital part of the evening high school community. Parents and the community at large should be an integral part of the education of their students, and should have the opportunity to provide feedback on ways that educational services can be improved. Annual Objective Community Engagement: During the 2010-2011 school year students, staff, parents, and community members will have the opportunity to participate in at least one co-curricular activity each semester designed to develop effective communication and to encourage and utilize their participation.
Action Steps
The evening high school website will be improved and maintained in association with the AACPS home page in order to communicate effectively with the community.
Person Responsible
Media and computer lab technician
Implementation Team
Evening High School staff
11
Resources/ Staff Development Needed Parent survey; web domain
Monitoring Procedure/ Evidence
Number of hits on the website will be monitored monthly
EndDate/ Check off when complete On-going; monthly
The evening high school staff will continue to implement face-to-face “exit” surveys with parents and students
Lead administrator
Assistant administrator; guidance counselors
Parent/ student surveys; accurate list of graduating seniors Community speakers including members of the military, health care industry;Job Corps; community college and career opportunities
Parent/ guardian will complete and turn in the ‘exit” survey
End of semester; end of school year
Evening High School will promote cocurricular career and community living activites
Assistant administrator
Evening High School staff
Guest speaker information
On-going; end of marking periods
Evening High School will establish at all sites a “back to school” or “open house” night
Lead Administrator
Evening High School staff
Parent input; publicity
Log of parent attendance; List of parent contct numbers and addresses
Each semester
Establish/ continue a school newspaper for students, parents, and community at large (as part of journalism or keyboarding class assignments) to keep everyone informed of EHS events.
Teacher; Instructional Supervisor; guidance counselor
EHS staff
Computer; printer and copier
Completed monthly, or bimonthly
Semesterly
Develop and utilize Individual Success Plans for nonconcurrent students using parent and student input in order to assist students with their educational success, and to keep parents invested in their student’s education
Guidance counselors
Guidance counselors and support staff
Student ISP
Evening High School enrollment and retention rate
Bi-annually
Invite parents to quarterly awards night programs
Administration
Administration and guidance
Refreshments and awards
parent turnout
quarterly
12
13
Annual Objective Science: During the 2010-2011 school year 80% of all students will score at proficient or advanced on HSA.
Action Steps
Person Responsible
Implement the use of school data to shape teaching and reteaching models
Lead Administrator; Instructional Supervisor
Inclusion of BCR/ ECR in the formative and summative assessments
Lead Administrator; Instruction Supervisor
Implementation of necessary accommodations for special education students to improve achievement on MSA/HSA exams
Lead Administrator; Special Education Compliance Manager; Instructional Supervisor
End Date/ Check off when completed
Implementation Team
Resources/ Staff Development Needed
Monitoring Procedure/ Evidence
Assistant administrator; content area teachers; special education teachers Assistant administrators; content area teachers, special education teachers
Scranton Performance Series; MDK12.org;public release questions, HSA results
Review of portfolio with weekly formative assessments; standardized tests and benchmark exams, student progress reports
Ongoing; end of marking period
MDK12; MSA/HSA Public Release Questions, rubrics, anchor papers Staff- in-service on the interpretation of accommodations and modifications; staff development of available software; MDK12.org. MSA/HSA Public Release Questions
Portfolio review; AACPS Standardized Tests and Benchmark Exams
On-going; end of marking period End of first semester 2010-2011
Assistant administrator; aontent area teachers; special education teachers
7
Computer Lab with appropriate software, AACPS Benchmark assessments
Annual Objective Social Studies: During the 2010-2011 school year 80% of all students will score at proficient or advance on the HSA.
End Date Check off when completed
Action Steps
Person Responsible
Implementation Team
Resources/ Staff Development Needed
Monitoring Procedure/ Evidence
Implement the use of school data to shape teaching and reteaching models
Lead administrator; Instructional Supervisor
Assistant Administrator; Content Area Teacher; Special Education Teachers
Review of portfolio with weekly formative assessments, standardized tests and benchmark exams; student progress reports.
Ongoing; end of marking period
Include BCR/ECR’s in formative and summative assessments
Lead Administrator; Instructional Supervisor
Assistant Administrators; Content Area Teachers; Special Education Teachers
Portfolio review; AACPS standardized tests and benchmark exams
Implement necessary accommodations for special education students to improve achievement on MSA/ HSA tests
Lead Administrator; Special Education Compliance Manager
Assistant Administrators; Content Area Teachers; Special Education teachers
Scranton performance Series, Scranton Item Analysis; MSDE online government course; MDK12.org. public release questions; HSA results. MDK12.org; HSA public release questions; rubrics; anchor papers. Staff in-service on the interpretation of accommodations and modifications; MDAK12.org; HSA public release questions.
Ongoing; end of marking period End of the 2010-2011 school year.
Use of review sessions and computer programs to remediate students who need to pass the HSA
Lead Administrator; Instructional supervisor
Assistant Administrators; Content Area Teachers; Special Education Teachers
MDK12.org; HSA public release questions; MSDE online government course; school produced review guide
Computer lab with appropriate websites; AACPS benchmark assessments
8
Computer lab with appropriate software, AACPS benchmark assessments
On-going; end of marking period
Action Steps
Goal 1: Academic Achievement: All diploma-bound students will reach high standards, as established by Anne Arundel County Public Schools and state performance level standards in English/ Reading / Writing, Mathematics, Science and Social Studies. Achievement disparities among all No Child Left Behind (NCLB) groups of students will be eliminated. Long Range Indicator: Beginning with the class of 2009 and thereafter, all diploma-bound students in each NCLB student group will pass each of the High School Assessments , or equivalent, in Algebra, Biology, English 10 and Government by graduation. -Baseline to be established in 2007/2008. Statement of Need: HSA data indicate that fewer than sufficient numbers of 12th grade diploma bound evening high school students are passing on Reading and Mathematics assessments. Reading: 2006
2007
Annapolis
n/a
n/a
Glen Burnie Evening High School
16.7%
Meade Evening High School
2008
2010
25%
66.7%
Math: 2006
2007
2008
2009
2010 33.3%
n/a
n/a
50%
25%
23.15% 18.8% 40.5% 33.3%
11.1%
16.7%
25%
37.8% 38.9%
n/ a
n/a
42.86% 33.3%
75%
n/a
n/a
14.29% 50%
50%
Northeast
50%
n/a
50%
60%
33.3%
n/a
25%
60%
South River Evening High School
28.6%
57.89% 54.8% 60%
15.4%
25%
*
*
2009
*
*
12.5% 57.1% 76.7%
(SCHOOL IMPROVEMENT PLAN – HIGH SCHOOL HSA PERFORMANCE STATISTICS BY 12TH GRADE DIIPLOMA BOUND TEST STUDENT PERCENTAGES). 1. Subgroups with less than 5 students are not reported (*) 2. All percentages represent proficient levels + advanced unless otherwise indicated 3. n/a = Evening High School not open at the time of testing 2
HSA Percentage Passing by Evening High Schools by All Test Takers Annapolis Evening High School
2003
2004
2005
English/ Writing Algebra Biology Government
(Established Spring 2008)
Glen Burnie Evening High School
2003
2004
2005
2006
English/ Writing Algebra Biology Government
14.3 * * *
9.1 * * *
25.0 0.0 * 20.0
Meade Evening High School
2003
2004
2005
English/ Writing Algebra Biology Government
(Established Spring 2007)
Northeast Evening High School (Severna Park Evening High School) English/Writing Algebra Biology Government
2003
2004
2005
* * 33.3 33.3
20.0 * * 28.6
40.0 * * 50.0 3
2006
2007
2008
2009
2010
50 * * *
0.00 33.3 16.7 33.3
* * * *
2007
2008
2009
2010
16.7 12.1 13.3 40.0
23.1 16.7 20.0 36.4
18.18 25.0 12.5 36.36
83.3 66.7 66.7 55.2
50.0 66.7 55.6 52.36
2006
2007
2008
2009
2010
* * * *
42.86 14.29 00.00 37.50
25 83.35 73.35 66.7
60.0 83.3 * *
2006
2007
2008
2009
2010
50.0 33.3 * 50.0
* * * *
50 25 33.33 50
* * * *
0 66.7 40 *
South River Evening High School
2003
2004
2005
2006
2007
2008
2009
2010
English/ Writing Algebra Biology Government
20.0 * * 66.7
22.2 7.7 0.0 21.4
25.0 20.0 11.1 *
28.6 15.4 30.0 *
* 25.0 21.4 50.0
57.89 12.5 33.33 48.0
83.3 87.6 70.6 74.8
63.2 84.3 76.3 81.43
*Subgroups with less than 5 students are not reported
Annual Objective Reading & Writing: During the 2010/2011 school year, 80% of all students will score at proficient or advanced on HSA English 10.
Action Steps
Person Responsible
Teachers will implement reading strategies across all content areas ensuring that students will improve reading skills to support achievement on MSA/ HSA.
Reading specialist; guidance counselor; lead administator
All teachers will provide necessary accommodations and modifications for students with special education needs to improve student achievement on MSA/HSA.
Lead administrator; special educators;special education compliance manager
Implementation Team
Instructional supervisor;special education resource teachers; administration and guidance staff; teachers Assistant administrator; counselor; special educators; teachers
4
Resources/ Staff Development Needed Reading strategies inservice
MDK-12.org; HSA/ MSA sample questions; rubrics
Monitoring Procedure/ Evidence
Student portfolios ( five artifacts/ marking period; Review formative assessments and benchmarks; review portfolios; review report cards, progress sheets, and interim reports Portfolio review, review of progress on benchmark tests, classroom observations, progress reports
End Date/ Check off when complete End of first semester of the 2010-2011 school year On-going
All teachers will provide students with daily opportunites to write in order to expand strategic reading and writing interventions across all content area.
Instructional leader; reading specialist; guidance counselor teachers
Reading specialist, teachers; special educators; administration and guidance
Reading strategies inservice; scantron performance series, corrective reading
Formative assessment logs; student progress sheets, student performance on AACPS benchmark exams; student portfolios
Utilize school data to shape reteaching using instructional interventions in order to enhance student achievement
Content teachers; administrator to assist in the analysis of Educational Data Warehouse information All stakeholders under the guidance and leadership of the lead administrator
Assistant administrator; guidance; teachers; special educators
Benchmark/HSA results; public release questions; pacing guides
Language arts teachers; guidance counselors; special education resource teachers; media specialist; content teachers
Student performance analysis; AACPS benchmark exam results; state and local data from MDK12.org and Data Warehouse; student data from comprehensive schools; content area pacing guides
Student reports/records. Portfolio of differentiated lesson plans, walk-through observations of student inclass performance Documentary record of meetings
Provide more opportunities for teachers to work together as a professional learning community so that resources and best practices can be shared across the curriculum
5
On-going, assess progress at the end of each marking period End of marking period/ end of semester On-going
6
