Jimtown High School School Improvement Plan Prepared in Compliance with P.L. 221

Transcription

1 Jimtown High School School Improvement Plan Prepared in Compliance with P.L. 221 School Year Principal: School Improvement Chairperson: Mr. Jeffrey M. Ziegler Mrs. Debra Rogers School Improvement Faculty Members: Mr. Kevin Johnston Mr. Jason Stacy Mr. Troy Sands Mr. Anthony Venable

2 Table of Contents 1. Introduction: a. Narrative description of the school, community and educational programs (including cultural competency data analysis)...3 b. Description and location of the curriculum...5 c. Assessments used to support the plan Statements a. Jimtown High School s Statement of Mission...8 b. Jimtown High School s Code of Ethics Summary of Data Related to Current Status of Educational Programming a. Annual Performance Report Data Summary...9 b. Data Summaries From Sources Other Than Annual Performance Report...11 c. Other Information About Educational Programming and the Learning Environment Conclusions about the current educational programming: a. Information on How School Curriculum Supports Achievement of Indiana Standards...13 b. Information on How Instructional Strategies Support Achievement of Indiana Standards...13 c. Conclusions about Student Achievement based on ISTEP and Other Assessment Strategies...14 d. Levels and Types of Parental Participation...14 e. Use of Technology as a Learning Tool...15 f. Safe and Disciplined Learning Environment...16 g. Professional Development Process and Activities Student Achievement Objectives and Benchmarks a. Attendance Rate...17 b. Graduation Rate Identification of Areas Needing Immediate Improvement Academic Honors Diploma and Core 40 Provisions Interventions Based on School Improvement Goals Description of Professional Development Required to Meet Stated Goals Statutes and Rules to be Waived School Improvement Timeline

3 1. Introduction: Narrative Description of the School: Jimtown High School is part of the Baugo Community School system. The school is located in Elkhart County, Indiana, approximately 157 miles north of Indianapolis, and 10 miles from the Indiana/Michigan border. Baugo Community Schools is the smallest corporation in Elkhart County when it comes to total land area. Baugo Schools is bordered on the south by WaNee Community Schools, on the West by Penn Harris Madison Schools, on the North by Elkhart Community Schools, and on the East by Concord Community Schools. Baugo Schools is the smallest school corporation of the four others that border it with regards to enrollment. Jimtown High School is classified by the Indiana Department of Education as being part of an urban fringe of a mid-sized city. A portion of the Baugo Community Schools district extends into the city limits of Elkhart. Baugo Schools has 1 elementary school (grades K-2), 1 intermediate school (grades 3-6), junior high school (grades 7-8), and Jimtown High School (grades 9-12). Jimtown High School has an enrollment in of just under 600 students in grades The school is staffed by 32 professional teachers, two school administrators, one athletic director, two guidance staff, one media specialist, one behavior consultant, and 7 support staff. Enrollment at Jimtown High School has been maintaining a consistent enrollment over the past several years. There does tend to be spikes in enrollment due to large classes that come through from year to year. The Baugo Community Schools district has seen an addition to a few new subdivisions over the past 15 years. There are many areas in the district that were once farmland and are now supporting subdivisions that are producing family dwellings. Jimtown High School received an A grade from the Indiana Department of Education for their efforts during the school year. Jimtown High School is included in a corporation-wide goal having their students graduate ready for college work or to start a career. Cultural Characteristics: Jimtown High School and Baugo Community Schools as a whole could best be characterized as having a blue-collar or working class clientele. While there are certainly pockets within the district that support housing developments that could be classified as upper income, the vast majority of the district would have to classify as middle to lower income in nature. This is evident when considering the fact that the number of students who qualify for free and reduced lunches has increased steadily over the past ten years. The biggest employer in the area is generally the RV or Manufactured Housing industries and other businesses that support these areas. The ethnic breakdown of Jimtown High School shows that the majority of our students are White with small portions of the school community drawing from the African American and Hispanic Communities. Over the course of the past ten years this breakdown has not changed dramatically. Even though the enrollment has leveled off, the ethnic demographics have stayed proportionally the 3

4 same. The biggest increase of an ethnic population over the last ten years has been the Hispanic Population; however, this growth has certainly not been significant. Ethnicity Students American Indian 2 Black 9 Asian or Pacific Islander 2 Hispanic 46 White 462 Multiracial 31 Community Description: The Baugo Community could be best classified as agricultural land that is currently in the process of being devoured by suburban sprawl. The agricultural community in the area has slowly diminished in the area to the point wherein very little of the community could be described as farm. Most of the farms in the area have now been subdivided for housing developments. Based on the fact that the Baugo Schools district is a prime area for the aforementioned RV and Manufactured Housing industries, the available housing in our township seems to have grown up around the need for lower cost homes. There has been an obvious influx over the past ten years of younger families that are looking for a low cost place to build their first home. Description of Educational Programs: Jimtown High School is made up of 11 departments covering core and elective course-offerings. Intervention programs exist in the areas of Special Education. Each of these programs operates under a combination of inclusive and direct instruction. All curriculum areas are based on reviews of 4

5 existing state standards conducted during the scheduled years of textbook adoption. The school offers educational programs that result in a Core 40- Academic Honors Diploma, Core 40 Diploma, Core 40-Tech Honors and a General Diploma based on attainment of the minimum state and local requirements, including the passage of the E.C.A. s (end of course assessment). In addition, the school board has adopted policy allowing specific students who achieve at levels below the Diploma level to acquire a Certificate of Completion, provided they have met standards established by a case conference committee, or have met all other requirements, except the passage of E.C.A. The school has programs of study for college preparation, technical and vocational school preparation, and direct entry into the world of work. This year Jimtown High School started a full day alternative educational and credit retrieval school, Jimtown Educational Center, along with participating in two cooperative alternative education programs called Merit Learning Center and The Crossing. All three of these programs assist students who are behind in credits, or who may not fit into the regular educational program for one reason or another. Jimtown High School sends 5 students to the Merit Learning Center, up to 10 students to The Crossing, and up to 15 students to Jimtown Educational Center. In addition, in the spring of 2010, the Merit Learning Center began a Mommy and Me program that is funded by a federal grant. This early childhood education program provides alternative education for our students who are young mothers and their babies through Merit. Jimtown High School offers A.P. and/or dual credit courses in English, U.S. History, Math, Government, Economics, and Science and accelerated honors classes in English and Math are available for all underclass students that have been identified as high ability learners. We have partnerships with Bethel College, Indiana University, and Ivy Tech where students can earn dual credits. Students have access to the Elkhart Area Career Center for training in a wide variety of vocational programs. Students can also complete on-the-job training through an Internship program and an Onthe-Job Training program through our Marketing Department. These programs give students the opportunity to gain real-life work experience, job-skills, resume and interviewing skills as they earn Jimtown High School credits toward graduation. Our business and marketing programs also offer a DECA chapter which acts as a co-curricular opportunity for students to compete against students from other schools in the areas of job-skills development. Jimtown s DECA program has been recognized at the State and National Levels for its excellence. Jimtown High School operates under a traditional seven period day, which includes a 25 minute period used for various reasons, with traditional semesters for many years. Each semester is divided into two nine-week grading periods. Credits are awarded for passing grades at the end of each semester. Each semester is 90 days in length. Description of the Curriculum: Jimtown High School offers a broad range of courses and programs. Courses within each of the 11 departments offer students entry-level opportunities and provide for advanced study. All courses are 5

6 documented in a "Course and Program Guide" that is reviewed by the faculty and adopted by the Board of School Trustees on an annual basis. Courses are in place to allow students the opportunity to meet all state graduation requirements, as well as those established by the local school board. In addition, courses are offered which allow students to receive both the Core 40 and the Academic Honors designation (ADH) on their diplomas and transcripts. Students must acquire a minimum of 40 credits in order to be eligible for graduation. Under our current scheduling structure, all students have the opportunity to earn 56 credits over their high school career without making use of external resources. All students can reach the Core 40, Technical Honors or AHD level if they remain on track and do not experience multiple failure situations. The curriculum design includes a description of the assessments that will be incorporated throughout the term of the course to assess student achievement of the standards. These assessments include a wide range of formative assessments during class time to summative term examinations and associated Core 40 End-of Course exams (if available). Programs are in place for students who qualify for special education services. The school operates under an inclusion model that has been in place for over 20 years. Special education students operate in the general education classrooms for all classes, unless the IEP requires an alternate placement. Direct instruction classes in reading and learning strategies, and guided study hall are offered in the special education department. Students have access to a resource room throughout the school day for assistance as determined through their IEP's. Each staff member has a copy of the written curriculum plan associated with his/her department. A copy of each curriculum is submitted to school board for review before adoption. Master copies of the complete curriculum are maintained in the high school office and the corporation office. In addition, there are bound and printed copies of the Course and Program guide available to any student, parent or visitor to Jimtown High School that wishes to have one. The entire Course Curriculum Guide has now been posted to the school s web page for public viewing and download. Assessments to Support the Plan: Jimtown High School uses the following assessment instruments to evaluate the progress of students and to assist in planning program changes. There is a balance between state and national assessments. These are supplemented with information obtained from assessments that accompany formal text materials and teacher-developed instruments. 1. Preliminary Scholastic Aptitude Test: This test is provided to both sophomores and juniors. It measures student performance skills in math, writing and verbal areas. Juniors use this test to prepare for the Scholastic Aptitude Test and to qualify for the National Merit Scholarship Program. 2. Scholastic Aptitude Test I and II, and Achievement Tests: The SAT is used for college application purposes. Students are assessed in critical reading, math and writing performance. Students generally begin taking this test in the junior year and continue through their senior year. The vast majority of our students use the SAT for college admission requirements. 6

7 3. American College Testing (ACT): The ACT provides a broader range of skill assessment for college admission purposes. It covers math, reading, science, and English. It is an alternative to the SAT for college applications and is preferred by several states surrounding Indiana. 4. ASVAB (Armed Services Vocational Aptitude Battery): This test is sponsored by the military and helps to identify interests for possible career and military placements. Jimtown provides an opportunity to take this test every year at the high school, sponsored by the local military recruiters. 5. The Holland Self-Directed Search: This career interest inventory is taken by all Juniors and Seniors who take our College Success Strategies course. In addition, this inventory is offered to all students as they meet with the guidance office. The information gained from this inventory is used to assist in the development of the students graduation and career plan. 6. Advanced Placement Tests: These subject area tests are developed by The College Board. Students who wish to acquire advanced standing in college take these tests in May and submit the results to the colleges of their choice. These assessments are directly related to courses taught at a collegiate level. 7. Special Education Testing: The departmental staff conducts a variety of intelligence and performance tests that allow members of case conference committees to make informed decisions regarding placement and qualification for services. These tests vary according to the needs identified through the referral process. 8. Core 40 End-of Course Exams: The State of Indiana has developed a series of tests to be given at the completion of core courses that will qualify a student to receive the Core 40 and Academic Honors Diplomas. Jimtown High school offers these exams to students who are completing a Core 40 course for which a test is available. We have conducted testing in the following courses: Algebra I, English 10, and Biology. 9. Local Assessments: In addition to all of the formal assessments listed above, the staff also provides a wide variety of formative and summative assessments to monitor student performance. These include: a. Written assessments: Homework, Journals, Notebooks, Research Papers, Lab Reports, Notes and Outlines b. Reading Summaries, Essays, Short-Answer Test Items, Formal Tests, and Quizzes c. Oral Presentations: Students are required to give oral presentations at every grade level, through English classes. In addition, students give presentations across the curriculum associated with assignments developed by individual teachers. d. Projects and Products: Teachers supplement more formal assessments with more hands-on experiences that allow students to demonstrate understanding. These 7

8 take the form of playing tests, constructions and model-making, power-point development, drawings, lab products, skill-tests, plays, and group projects. e. A Career Planning class has been instituted and required of all freshman students. Various assessments are administered to each student to explore future career goals. 10. Accuplacer: Students interested in obtaining dual credit from Ivy Tech State College will also take Accuplacer Testing through the College Board/Pearson testing. The test measures Reading, Writing, College Level Math, and Algebra skills. Testing is free of charge and is done on-site at Jimtown High School. A formal final-examination process is conducted either by testing or through project completion at the end of each term and student performance results are used to determine a student's final grade. 2. Statements: JHS Mission Statement: The mission of Jimtown High School, in partnership with parents and community is to provide a learning environment that is conducive to the development of intellectual, moral, and emotional maturity of our students. Jimtown High School Code of Ethics RESPECT Treat others the way you want to be treated. Accept and appreciate the differences in others. Be polite and use manners. Respect the property of others. RESPONSIBILITY Be accountable for your own actions. Accept consequences for your choices. Be dependable and reliable. Fulfill your obligations. 8

9 INTEGRITY Do what is right. Be honest and trustworthy Be moral and ethical. Strive to be the best you can be. LEADERSHIP Be willing to lead by setting a good example. Be a positive role model and set a good example. Help others help themselves. Have the courage to stand up to peer pressure. 3. Summary of Data Related to Current Status of Educational Programming: Annual Performance Report Data: a. Attendance Data: Jimtown High School has maintained an attendance rate of between 93% and 97% over the last five years. These numbers have been at or above the state average over that span of time. Attendance Rate Trend 9

10 b. Graduation Rate: For the school year Jimtown High School achieved a graduation rate of 91.2%. Four Year Cohort Graduation Rate Trend Graduates 90.9% Students Still in School 2.5% Dropouts 4.1% Course Completion 1.7% GED 0.8% 10

11 c. Adequate Yearly Progress Information: Data summaries from sources other than the annual performance report: a. SAT Data: SAT Average Composite Score of Graduates Jimtown High School students have been performing below the state average in SAT scoring. There had been a rise in the scores over the past couple of years. 11

12 b. ACT Data: ACT Average Composite Score of Graduates Other Information about the Educational Programming and Learning Environment Jimtown s learning environment is generally considered by students, parents, and staff to be a positive one. The environment is very family oriented. Most of the students that attend Jimtown and have done so over the full course of their schooling generally achieve the highest academically. The highest achieving students at Jimtown get involved in many extra-curricular and co-curricular activities. Over the past several years, Jimtown High School has tracked the academic performance of those students that participate in extra and co-curricular activities versus those that do not. The results of those statistics are rather significant. Those students that are engaged in activities at Jimtown carry a cumulative GPA that is over one GPA point higher than those that are not. In addition, these students tend to score higher on both the ECA and other standardized tests. The guidance counseling department at Jimtown High School can definitely be listed as one of the strengths of the school. Jimtown High School has two guidance counselors that spend a great deal of time to meet with each and every student to develop an academic and career plan. Our counselors have a great deal of knowledge on the college admissions process and go above and beyond the requirements to assist students in getting accepted to college and finding the financial aid necessary to attend when they leave Jimtown. Last year the Jimtown guidance department was able to assist in acquiring over $80,000 in scholarship money to our graduating seniors. In addition, Jimtown has had seven students over the past several years that have been granted the very prestigious Eli Lilly Scholarship. This scholarship provides the recipient with four years of free tuition to any Indiana college. Jimtown High School s students and staff tend to stay in place. This stability is evident when analyzing the data over the course of several years. Every year Jimtown High School gets many 12

13 requests from parents and students in neighboring (larger) school districts such as Penn Harris Madison, Elkhart, and Concord for them to be accepted at Jimtown as transfer students. Most of those requests are made by parents that have heard about the good reputation that Jimtown has developed for a small, family oriented school where kids can engage in academics and other school related activities such as music, theater, clubs and organizations, and athletics. The entire Baugo Community Schools organization, including Jimtown High School, has completed a four commitment with Positive Behavioral Intervention and Supports (PBIS) and will continue this program. Jimtown High School is continuing to work with Sandy Washburn of CELL and the Indiana Department of Education to further develop this program. In the summer of 2010, Jimtown High School learned that we were selected as an emerging Model Site for PBIS; the only high school in the state to be selected for this honor, and has been re-instated for the 2011 school year. In the spring of 2012 Jimtown High School became a Model Site school for our work in PBIS. The exciting thing about PBIS is that it is a focused school improvement process that is grassroots in nature. It is truly being driven by our staff. After four years of working in an organizational way with PBIS, our staff is energized and thinking about how our efforts will increase our graduation rate and other improvement goals. 4. Conclusions about the Educational Programming: Information on how school curriculum supports Achievement of Indiana Standards: The Jimtown High School curriculum is closely aligned to the Indiana State Standards in all curricular areas. A committee of staff members in each department and within the corporation reviews texts to ensure that those selected are in alignment with the Indiana State Standards for that subject. In addition, Baugo Schools has formed committees involving teachers from grades K-12 when adopting textbooks and curricular materials in areas (such as math and language arts) that need particular attention. The purpose of these committees is to assist the educational programming from the elementary schools all the way through the high school to have an upward spiraling curriculum without overlaps or gaps. The facilitation of this sort of corporation wide approach to curriculum development and communication amongst the teachers beyond the walls of this school is something that must be continued in order to achieve real gains in these curricular areas. Information on how Instructional Strategies Support Achievement of Indiana State Standards Teachers have been encouraged to develop and implement instructional strategies that are advantageous to all learning styles. Assessments are specifically designed through texts and other avenues to specifically address state standards in each subject area. Development of course syllabi and curricular calendaring continues in an effort to specifically align activities in the classroom to those identified standards. Jimtown High School has developed a strategies and intervention team or RTI, whose purpose is to identify and assist those students that are not demonstrating mastery of the Indiana State Standards 13

14 and are therefore failing classes. This group has the task of analyzing why a student might be failing, meet with the parents, students, and teachers, and devise some recommended interventions. The teaching staff can then use that information to implement the interventions on an individual basis in the classroom for that particular student. This individualization of instruction helps teachers assist students in utilizing their best suited learning style. In addition to the Strategies Team Jimtown High School has a Tier 2 Team to look at attendance and other behaviors that can be obstacles to student learning. A Problem Solving Team is in place to devise behavior plans for students that need more individualized interventions. The final piece of our intervention strategies is a Tier 3 Team where students, who have not progressed, even with multiple interventions, are assigned a one-on-one teacher mentor. That mentor has quick access to outside mental health, physical health and law enforcement supports to assist students to a more productive and happier life. As mentioned in the above section, Positive Behavioral and Intervention Supports will continue to be a driving force for the foreseeable future in the improvement of the Academic and Socio- Emotional areas. When we analyze the data mentioned in above sections, we feel that we can make an impact in most (if not all) of those areas. Conclusions about Student Achievement based on ECA and Other Assessment Strategies We continue to analyze the data to support students to achieve academic success. There is a subgroup at Jimtown High School that is not achieving as high as the others. It becomes immediately clear that we cannot ignore this subgroup in the development of strategies for improving our academic achievement as a school. The subgroup that is immediately evident would be our students with special needs. Our special education population at Jimtown has been stable over the past two years. There are approximately 65 identified special education students at Jimtown High School out of a total school population of 584, which represents 11%. Many of these students, with a lot of hard work, are able to pass the ECA before their class graduates. Our Special Needs students have been integrated into general education classes immediately upon entry of high school. Levels and Types of Parental Involvement Jimtown High School encourages parents to get involved in the education of their children whenever and wherever they can. There is no doubt a DIRECT correlation between the level of parental involvement and the achievement of the student on the ECA and other assessment measures. Jimtown High School has encouraged this participation for many years through some of the traditional means outlined below. However, there are some newer technological based methods that have been put in which we feel will be a big help in this area. 1. Jimtown High School has developed a Back to School Night forum in place of the traditional Parent-Teacher Conferences. With this format, parents have an opportunity to follow their child s schedule in ten minute periods. During this time, teachers will have a 14

15 chance to give each parent a copy of the course syllabus. The syllabus will outline the core academic standards taught in each grading period, how the student will be assessed and other information pertinent to the student being successful in the class. 2. All teachers have telephones within the classroom and direct contact with parents can be made as needed from either perspective. Parents also have the opportunity to schedule conferences with teachers at any time. 3. Extensive use of communication occurs. Parents and teachers expedite the communication process through the use of this option. In addition, parents can solicit multiple responses from all teachers, counselors, and administrators associated with the child. This provides all parties with immediate feedback on student performance and behavior. Extensive efforts are made to plan IEP and case conference meetings at times convenient for the parents. 4. Parents are asked to be directly involved in the development of a student's four-year plan. All scheduling activities require students to take plans home and review them with parents before they are finalized. Regular communication occurs between parents and the guidance staff throughout the year. 5. Parents support the total school program through their involvement in many booster programs associated with student activities. We have parent groups for most athletic teams, band, and drama. 6. Baugo Community Schools has a student information system called Renweb which we believe has had a dynamic impact on the level of parental involvement at Jimtown High School. Renweb is internet based and allows parents the opportunity to log onto the system from anywhere in the world and see their students grades (real-time up to the day), attendance data, discipline concerns, homework assignments, demographic data changes, and scheduling requests. The system integrates an server wherein teachers can progress reports, or any other electronic communication that they wish to an individual parent, or the entire class parents. There is also an integrated phone dialer. We are currently using the Renweb phone dialing system to communicate with parents on attendance, tardy and other academic or athletic information that needs to be sent out. 7. Jimtown has a monthly newsletter to parents highlighting important events and focuses 8. Grading progress reports and reports cards are communicated formally eight times per year. Use of Technology as a Learning Tool Through the support of the Baugo Community Schools Board of Trustees and the taxpayers of Baugo Township, Jimtown High School has been fortunate enough to have access to excellent technological tools. We have made effective use of technology grants, state funding sources, and capital projects funds to supply both teachers and students with technology to support learning and instruction. Every teacher has a computer of which to plan, develop, and deliver instruction. In addition, teachers use this equipment to maintain academic and attendance records on RenWeb. Almost all aspects of the school are computerized. The media center print collection is managed through an electronic database. Access to a wide range of research databases is provided to students and staff through the center. The lunch process operates using a computerized accounting and tracking system. The corporation operates all heating and energy management through a computerized system. 15

16 Jimtown High School has multiple computer labs that are designed to support learning. One lab facility exists in the media center and is an open lab. Another lab is currently used for credit recovery (APEX). Jimtown High School has three curriculum-based labs. One of these labs is equipped with 24 computers, a second lab has 28 computers, and a third lab has 32 computers. These labs are classroom-based, and are assigned specifically to teachers that instruct in computer technology, career exploration, or other business-based classes. In addition, all English and language classrooms have a Chrome book to assist with ENL and ESL students. There are also mini computer work labs that have been integrated into several other regular classrooms. These mini-labs represent 4-10 workstations that are designed to support instruction in classes such as Marketing, Yearbook, and Special Education. In addition, the English and Marketing Departments make use of lap tops. The corporation provides a common software program (Open Office) for student and teacher use. This allows for increased productivity from all areas of the building. Each student and teacher has a password protected file to store documents and projects. Jimtown High School supports our technology with a building that is completely wired with fiber optic line and high speed access to the World Wide Web through two T-1 lines. Safe and Disciplined Learning Environment The Board of School Trustees has established operational policies that support a safe learning environment for students. The policies established at the board level are supported by additional expectations outlined in the "Student Handbook" that is distributed to all students on an annual basis. Expectations for student behavior, academic performance and attendance are stated in this document. Consequences and disciplinary processes are also outlined. Jimtown High School has two individuals that are certified as school safety specialists. One of those individuals is the Principal at Jimtown High School who oversees the emergency preparedness of the school. Another is the Guidance counselor within the High School, who also serves on the Corporation School Safety Committee. Each teacher has a copy of the emergency procedures to follow for a variety of situations. These include "lock-down" steps and emergency evacuation processes. Fire drills and disaster drills are conducted according to state requirements and have improved communication through the implementation of two-way radios with faculty members serving as captains. PBIS (as mentioned above) is another large component of our safe and disciplined learning environment. The social-emotional educational component of our students has repeatedly been identified as a limiting factor in our graduation rate. Initiatives and interventions have been developed over the last four years. Jimtown High School instructs students in school wide and classroom expectations using our Code of Ethics as the foundation. Continued study of Culturally Responsiveness will be a focus in the coming years. Professional Development Activities Members of the high school staff participate in a variety of development activities. Staff members have the ability to submit individual requests for activities, workshops, and conferences that directly 16

17 relate to their content areas or are needed to improve their instructional methodology. These requests are granted based on the availability of funding through corporation sources. Staff members have attended conferences at the state and national levels in business, science, English/language arts, PBIS, and others. Each staff member at Jimtown High School is a part of PBIS groups as well as departmental groups, led by a department chair person. Each group is assigned an area of school or department improvement that will be worked on. Our PBIS team breaks down the major goals of the school improvement efforts. Professional development has been focused on increasing on time behavior, the attendance rate, homework success rate and decreasing classroom disruptions. Teachers have been leading teachers in this work. Professional development will continue to focus on these issues as well as connecting them with the teacher evaluation and increasing an awareness of culturally responsiveness. 5. Student Achievement Objectives and Benchmarks The data from the analysis of student achievement indicates that there are specific areas of improvement that will be essential for the school to continue to maintain Adequate Yearly Progress status and PL221 improvement in the categories required by state statute. The required improvement areas continue to be: Attendance Rate Graduation Rate Attendance Rate: Goal: Jimtown High School will have an identified student attendance rate of 98% or better. Benchmark: The average attendance rate over the last 4 years at Jimtown High School has been over 96% The attendance rate for was 96.7%. The attendance rate at the end of the was 96.9%. The attendance rate at the end of the was 96.4%. The attendance rate at the end of the was 96.9%. The attendance rate at the end of the school year will meet or exceed 98% Graduation Rate: Goal: Jimtown High School will achieve a graduation rate of 90% or better. 17

18 Benchmark: The average graduation rate over the past 2 years at Jimtown High School is 91% The actual calculated rate for the graduating class of 2011 was 91.3% The actual calculated rate for the graduating class of 2012 was 90.9%. The actual calculated rate for the graduating class of 2013 was 91.2%. The graduation rate for the class of 2014 will exceed 90%. The graduation rate for the class of 2015 will exceed 90%. 6. Identification of areas needing immediate improvement 1. The attendance rate is something that has been addressed. Our PBIS team has implemented several new interventions. These interventions are outlined below. 2. We have directed attention to the number of students with special needs and at risk students that are not meeting the basic standards according to ECA results. Interventions have been developed and implemented to address this concern. These interventions have included: i. Use of RTI to dramatically increase the number of students that receive academic interventions before they are identified as special education. This has included increased use of RTI at the Junior High, Intermediate and Primary Levels as well. ii. Increased communication and collaboration with the lower grade levels in the development of IEP s and interventions. iii. Students placed in mainstreamed environments with collaboration and curricular modifications. iv. General education staff development in collaboration techniques and methodology. v. Concentrated efforts within the school to increase communication and dialogue on student progress using various forms of technology including and networking. Academic Honors and Core 40 Provisions Jimtown High School offers courses in all content areas and at all levels necessary to earn the Core 40 or Academic Honors designation. Students have opportunities to exercise choices in science and social studies and other elective areas to match student interests. The average percent of graduates earning a Core 40 or Academic Honors Diploma with the class of 2013 was 78.1%. This number is not good enough given the fact that the Core 40 Diploma is now the default diploma in the State of Indiana. Jimtown High School has and will continue to add additional programming in in the Advanced Curriculum Placement. We look to accomplish this by offering AP courses and dual credit opportunities in English 11, Chemistry, Physics, Precalculus, Calculus, Probability/Statistics, 18

19 U.S. History, Economics, and Government. We continue to use Bethel College s Reach program that will provide our students with additional opportunities to earn dual credit. We also work with Ivy Technical Institute and Indiana University to provide other dual credit opportunities. Jimtown High School requires all entering freshmen to begin with a plan that includes completion of the Core 40 curriculum. This provision provides both parents and students with the information necessary to earn the diploma. 7. Recommended Interventions Based on School Improvement Goals 1. Attendance: GOAL: Jimtown High School will have an overall attendance rate of 98% or better. Interventions: 1. Utilize technology to track attendance better and communicate better with parents about student attendance. a. Renweb nightly auto dialer for unexcused absences b. Automatic for attendance notifications. 2. Point Guard Attendance Mentoring Program (Fall 2010) a. Each staff member is assigned one to two students that have been identified as at-risk for attendance issues. b. Staff member makes regular connections with assigned students to build relationships and increase student/school engagement. c. Students with continued attendance issues will be referred to ARC (Attendance Resource Committee). (Begun Fall 2010) 3. Monthly newsletter (Begun summer 2010) a. Sent out to all parents via on a monthly basis to give tips, progress toward attendance goal, additional information. 2. Graduation Rate: Goal: Jimtown High School will maintain a graduation rate of 90% or better. Intervention(s): 1. Development of a credit-recovery lab (Begun Spring 2010) 2. Corporation wide math curriculum alignment (Begun Spring 2010) a. All 8 th graders take Algebra 1 in 8 th grade b. Algebra 1 ECA provides gateway data to be used in JHS math placements c. Double Math concept (Algebra Enrichment) is used for students that have failed the ECA. 3. Development and use of Career Clusters and Career focus (begun winter 2009) 19

20 a. Development of 1 semester Career Planning Course that is required of all incoming 9 th graders. This is a continuation of the Baugo Career Planning of Curriculum beginning at the Junior High and Intermediate Schools. b. Continuation with the number of students (44 or 6.67%) that we send to the Elkhart Area Career Center as part of their Career Planning. 4. Development of a program or credit recovery at the Jimtown Educational Center and other alternative educational settings, through the Crossing and Merit, all of which are state certified programs. 5. PBIS initiatives on student engagement (Fall 2010 and continuing) a. Continued study of the book Teach Like a Champion b. Continued professional development with the use of Focus Groups and Departmental, meetings with staff involving student engagement. c. HIP (Homework Integrity Program) to develop student homework productive and meaningful for student success. d. A Basic Skills class for all incoming Freshmen and new transfer students has been put in place. Its purpose is to support students to make a successful transition into Jimtown High School. It meets twice a week and subject content includes: school culture, academic performance, and guidance. e. Homework policy: A school wide homework policy that is consistent with every faculty member. 8. Description of Professional Development Activities Required to Meet Stated Goals: 1. PBIS (on-going) a. In the spring of 2010, Jimtown High School was named by the Indiana DOE and PBIS Indiana as an emerging Model Site. In the spring of 2012 Jimtown was recognized as a Model Site. Jimtown will continue to work with Sandy Washburn of CELL as we develop and implement our PBIS plan. b. PBIS Coaches team will continue to meet throughout the year. The PBIS teams will meet with staff on a monthly basis for professional development through various faculty groups. 2. Curriculum teams a. The departmental curriculum teams will meet on a regular basis. The team meets to discuss the curriculum of that subject and other concerns for subject area. 3. Meet and fulfill teacher evaluation expectations. Statutes and Rules to be Waived: Waived the contract rule of a seven class period day and inserted a homeroom/study hall period for all 10 th through 12 th grade students every day. Also, a Basic Skills class for all incoming freshman and transfer students has been put into place for transition into Jimtown High School dealing with school culture to academic performance and guidance. 20

21 School Improvement Timeline: The timeline for implementation of this plan is included in the Objective and Benchmarking information. The plan will be reviewed and revised annually. The professional development component will be extended or revised during the same process with input from the staff. The staff will continue focusing on increased levels of experience in each identified program over the threeyear period from 2011 through the end of the 2014 school year. Data received during the school year from the ECA s and overall graduation rate will be used as the foundation for modifications to the plan. Adequate Yearly Progress and PL221 information will also be used to develop additional strategies. 21