Central Community High School SIP Presentation

Welcome Kevin Meyer - Superintendent

Introductions School Improvement Team  Mr. Kent Jones – Principal  Mr. Pat Ashby – Guidance, Careers, Media  Ms. Andrea Bequette – Special Populations  Mr. Kevin Crask – Social Studies  Mr. Dirk Garrett – Physical Ed, Health, Drivers Ed  Mr. Greg Kruse – Mathematics  Mrs. Ami Shanafelt – Language Arts  Mr. Jeremy Shubert – Science  Mrs. Lisa Wiegmann – Vocational  Mr. Mike Wilimzig – Foreign Language

Purpose of School Improvement Team Improve instruction to enhance student skills by:  Implementing a process to effectuate change  Developing a formative process of growth and improvement  Deciding upon instructional and curricular strategies  Serving as an advisory panel to the Administration and Board of Education  Generating ownership and involving all staff members as stakeholders  Viewing the improvement of student achievement as the main purpose

Components of SIP I. Team Composition and Process II. School and Community Profile III. Analysis of Data IV. Target Area Goals and Strategies V. Professional Development VI. Remediation Plans

Component I Team Composition and Process

 Subject Area Representatives  Regular Meetings and Discussion  Internal Review  Annual Development of SIP

Activities  SIP Foundation  SIP Structure  Subject Area Identities  Efforts at Collaboration  Curriculum Study Cycle  Analysis and Measurement Forms  Needs Assessment Survey  Target Area Goals  Program Recommendations  SIP Sessions

Component II School and Community Profile

Community  8 communities feed into Central Community High School District #71  Clinton County is the 13 th fastest growing county in the State, as seen by the enormous amount of construction taking place throughout the district.

School/District  Projection of continuous growth is predicted 1998 Enrollment: Enrollment: 615  Faculty: 35 Teachers 23 Teachers have obtained their master’s degree

Curriculum Levels Offered  Honors/College Prep  General  Tech Prep  Remedial

Component III Analysis of Data

Data Analysis  Surveys  College Articulation  High School Classes  Iowa Test of Basic Skills – ITBS  Prairie State Achievement Exam – PSAE

Data Analysis  Surveys  College Articulation  High School Classes  Iowa Test of Basic Skills – ITBS  Prairie State Achievement Exam – PSAE  ACT

Weaknesses  Males not scoring as well as the females

Weaknesses  Males not scoring as well as the females  Reading & Writing scores are not where we want them

Weaknesses  Males not scoring as well as the females  Reading & Writing scores are not where we want them  IEP students take the tests

Weaknesses  Males not scoring as well as the females  Reading & Writing scores are not where we want them  IEP students take the test  As a public school, we are mandated to report “all” student scores  We feel that the ITBS is a better and more reliable test than the state mandated PSAE

Strengths  Female students are scoring well

Strengths  Female students are scoring well  PSAE is much better after incentive program

Strengths  Female students are scoring well  PSAE is much better after incentive program  ITBS at or above grade level in all areas

Strengths  Female students are scoring well  PSAE is much better after incentive program  ITBS at or above grade level in all areas  ACT Core students at or above the state average in all areas most years

Strengths  Female students are scoring well  PSAE is much better after incentive program  ITBS at or above grade level in all areas  ACT Core students at or above the state average in all areas most years  Students have a level of satisfaction from the school services offered to them  Parents have an overall good image of Central  Good Image is thought about school’s technology

Component IV Target Area Goal and Strategies

Target Area Goal Reading and Writing Skills  Teachers at CHS will develop and implement teaching and learning strategies throughout the curriculum that will improve the students reading comprehension and writing skills.

Strategies for Reading and Writing Skills  Develop programs to enhance reading comprehension  Develop ways to incorporate writing activities in all classes  Develop consistent expectations for written work

04-05 Reading Plans and Timeline  All teachers will develop at least one lesson each quarter that focuses on reading comprehension.  The material will be related to the curriculum, but it will be from sources outside the textbook.  Students will read in class and respond to critical thinking questions.  A copy of the lesson will be submitted to the SIP team.  Professional development activities will help teachers generate ideas and strategies.

04-05 Writing Plans and Timeline  All classes will continue to include writing in course work.  Teachers will be encouraged to use writing in conjunction with the reading comprehension activity.  Professional development will be offered to help teachers generate ideas for assignments.  Consistent grading techniques will be shared with the faculty.

Target Area Goal Articulation  Teachers at CHS will structure their respected curriculums in a vertical and horizontal manner to be most beneficial educationally to students.  The Illinois State Learning Standards will serve as the foundation for aligning the individual subject areas.

Strategies for Articulation  Develop a system of curriculum outlines for each course offered at CHS.  Coordinate curriculum content between interdisciplinary subject areas with hopes to eliminate overlap.  Communicate and establish lines of vertical articulation with elementary systems to ensure future preparation

04-05 Articulation Plans and Timeline  SIP Team will develop a template to be used by all faculty for course outlines (October 1, 2004).  Subject area teachers will submit their course outlines to their respected SIP Team member for review (February 1, 2005).  SIP members will conduct periods of review and revisions for course outlines for all classes offered.  Final and Complete submissions (May 6, 2005).

Target Area Goal Curricular Expectations  Central Community High School will review and develop curricular changes by researching what classes are offered, along with reviewing when they are offered.  Restructuring classes, changing graduation requirements, new class offerings, and recognition programs will be recommended based on the needs of the student body.

Strategies for Curricular Expectations  Establish a subcommittee for detailed study of programmatic expectations for review and recommendation  Conduct a survey of students, graduates, school districts

04-05 Curricular Expectations Plans and Timeline  The School Improvement Team will establish a committee to serve as an advisory panel, represented by students, graduates, community members, guidance personnel and teachers. (October 1st)  The SIP will develop a task list for the committee to include the study of programmatic expectations.  Departments will be involved in curricular studies and reviews which will include studying existing courses, reviewing new textbooks, and recommending new classes.

Component V Professional Development

 Focus on Target Area Goals  Information based upon interests and needs of faculty  School Improvement Team monitors effectiveness of presentations

Professional Development Recommendations  Reading and Writing Presentations  Course Outlines  Departmental Discussions  Team Building Retreat  Facilitated Learning  Other Presentations

Professional Development Timeline & Topic  Friday, September 3 rd SIP Presentation to Faculty and Subject Area Meetings  Friday, October 8 th Reading Activities Training and Writing Skills and Assessment Training

Timeline Continued  Friday, October 29 th Technology Training Session (a.m.) Team-Building Retreat (p.m.)  Friday, January 14 th Follow-up Session on Reading and Writing Activities Update on Criterion ETS System

Timeline Continued  Friday, April 15 th Informational Presentations (NCLB)  Friday, May 6 th End of Year Meeting Subject Area Meetings

Component VI Remediation Plan

Rationale  Promote student achievement, provide necessary educational services to “at risk” students, and fulfill the obligations mandated by recent Illinois State Board of Education guidelines.

Criteria  In order to identify students who are in need of academic remediation, specific criteria must be followed which identifies the need for additional services and assistance.

Criterion #1  A student will be identified as in need of remediation by lacking the number of sufficient credits earned during a school year.

Criterion #2  Students will be identified in each subject area as “at risk” by performing sufficiently below expectations on the Iowa Test of Basic Skills.

Remediation Services  “At Risk” List –Identified students will be placed on an “at risk” designation list for progress toward graduation and subject area reference.

Referral to Tutorial Services  Students will be referred to tutorial services available at Central Community High School.

Referral to Summer School  Central Community High School offers Summer School courses through the Regional Office of Education.

Other Services  Students in need of remediation can also be referred to other services as needed and appropriate to the individual situation.

Central Community High School School Improvement Plan Presentation Summary

Question and Answer Session