What stood out in the data probes worksheets as areas for improvement for students with IEPs?

Baseline Academic Data Details 12 out of 18 SWD in grades 9-11 are not engaged in math 6 out of 7 seniors not engaged in Transition Math 13 out of 18 SWD in grades 9-11 are not engaged in RLA

Baseline Behavior Data Details 10 out of 25 SWD lack appropriate social skills 11 out of 25 SWD have multiple discipline referrals as of 12/7/11 SWD have 15 days of Outside School Suspension

Baseline Student Engagement Data Details Fiscal Year 2011 graduate rate was 62% for SWD ▫Presently, we have seven seniors

Baseline Parent/Family Engagement Data Details 64% of SWD have parents involved in the IEP process. Nine SWD do not have parent representation

Considering current resources and practices, what did the team select as the focus area(s) for the work?

Focus Areas Behavior Academics/Course Performance

What we did and our results

Goal 1: Increase the number of SWD reaching- Mastery on Westest Math for grades 9-11 Passing rate for exit Transition Math (Compass) Mastery on Westest RLA for grades 9-11

Goal 1: Data Targets Math Westest increase to 23.9% mastery (means 3 students improve from Partial Mastery and 2 from Novice to Partial Mastery) Compass exit Transition Math test increase to 33% passing rate (means 2 students) RLA Westest increase to 19.9% mastery (means 2 from Partial Mastery to Mastery and 2 from Novice to Partial Mastery)

Goal 1: Strategies Use of peer tutors, small group learning, and co-op learning Use Aims Web as a diagnostic tool to identify weaknesses in RLA and Math Use Individual Student Analysis from the Acuity Benchmark results as data to provide individual CSO reteach

Goal 1: Implementation Steps When assignments are made, SWD will work with assigned peer tutors. If level three interventions are needed, SWD will utilize the resource room. 21 out of 25 SWD are below average and need interventions. Aims Web will be used for baseline and progress monitored every two weeks for improvements. Resource teacher will use this data to reteach CSO.

Goal 2: Increase positive social skills in all 10 SWD Decrease SWD discipline referrals Decrease SWD Outside School Suspensions

Goal 2: Data Targets Discipline referral data Outside School Suspension data Social Skills checklist

Goal 2: Strategies SWD will be taught social skills across the curriculum Staff will use Prosocial skills in dealing with SWD

Goal 2: Implementation Steps Advisor/Advisee time will be used monthly to teach these skills Special Education teachers will incorporate social skills into their classes weekly, targeting freshman classes each year Hornet bucks will be given out daily, highlighting students with improved social skills Staff will research Prosocial Skills research based strategies and institute an action plan for the school year.

What are our results at the end of one year? Where do we stand now with our progress? What conclusions have we identified?

Goal 1: Results Westest data not back yet Compass test results followed: Scores of 19, 24, 37, 44 Did not reach our goal

Goal 2: Results Discipline decreased in SWD from 53 referrals the first semester to 27 referrals the second semester. Outside School Suspensions dropped from 10 documented instances to 5 documented instances Social Skills checklist being developed

Where were we in the past? Where are we for 2012?

Graduation Rate Projection 2010 Cohort All 77.14% SWD 77.78% 2011 Cohort All 82.35% SWD 63.96% 2012 Cohort projections All 94.11% SWD 100%

Dropout Rate Projection 2012 – 2 students (one from her freshman year and another was a transfer in and lasted for two days; no SWD) 2013 – 1 SWD (dropped from his freshman year)

Post School Outcomes Projection 2012 Cohort Military 1 SWD 2 regular education students College, Trade, or Technical school 17 regular education students 1 SWD Work 2 SWD – direct coal mine training 7 regular education students

What do we do next year? What does our future hold?

Next Steps and Plans for the Future Evaluate Westest data when received and adjust accordingly Implement Common Core Standards Obtain professional development in “social skills” and develop checklist Reassign mentors for upcoming year Continue to use Aims Web as a monitoring tool to obtain data on student progress Continue to develop relationships with post-graduate opportunities for SWD Continue to celebrate successes

 reflections

  To put students first in all decisions  To constantly monitor data to provide the proper behavioral, social, and/ or academic interventions  To celebrate positive decisions –  Attendance  No Discipline referrals  Passing grades What have we learned?

 What do our students, staff, families and community members say?  School Climate Index Report:  Hundred High School Overall School Climate Index Score: 5.59 on a Scale from 1 of 9 (students/staff)  Families involved in LSIC, PTA, booster clubs, and mentoring.  Community members involved as business partners and PBS organizations

  We will transition to the Common Core standards.  We will add two new AP courses  We will have CTE “completers” in the state’s first coal mining program (which was written and developed by HHS)  We will implement our social skills class.  We will expand our rewards program  We will encourage our Young Life off campus organization

Richard “Dick” Ochsenbein Hundred High School: Principal