1. Appoquinimink School District A Bright Horizon for MHS Corrective Action Plan 3 Year Plan December, 2007

2. What is AYP – School Accountability? Percent proficient – each year’s target must be met or safe harbor met (ELA=68%; M=50%) Participation – target is 95% Other Indicator -- maintain or show progress from previous year Any cell not meeting target will not meet AYP –Historically, MHS target cells have been in the area of students with disabilities.

3. 5 Year Performance-Reading Reading Number Reading Average Reading % Meets or Exceeds Standar d Reading % Below Standar d Reading % at PL 5 Reading % at PL 4 Reading % at PL 3 Reading % at PL 2 Reading % at PL 1 Reading NCE Number Reading NCE Average Reading StDev Spring 2007 RMW Grade 9 491 529.6 2 81.6718.336.7216.5058.4511.616.7249165.942.64 Grade 10 512 525.4 0 81.0518.95< 5.010.5569.1413.095.8651266.233.85 Spring 2006 RMW Grade 9 584 528.1 4 81.1618.845.6515.4160.1013.365.4858467.037.97 Grade 10 562 518.3 6 69.7530.25< 5.06.9461.2122.607.6556262.635.46 Spring 2005 RMW Grade 10 394 520.5 5 74.6225.38< 5.0 69.2914.9710.4139465.536.04 Spring 2004 RMW Grade 10 411 515.9 2 71.2928.71< 5.0 68.1316.3012.4137050.436.40 Spring 2003 RMW Grade 10 360 519.8 2 76.3923.61< 5.0 72.7812.5011.1132451.934.93

4. 5 Year Performance-Math Math Numbe r Math Averag e Math % Meets or Exceeds Standar d Math % Below Standar d Mat h % at PL 5 Mat h % at PL 4 Mat h % at PL 3 Mat h % at PL 2 Mat h % at PL 1 Math NCE Numbe r Math NCE Averag e Mat h StDe v Spring 2007 RMW Grad e 9 497523.7059.1540.85 11. 67 10. 87 36. 62 24. 55 16. 30 49168.8 39.4 2 Grad e 10 518547.3470.4629.54 23. 17 15. 83 31. 47 11. 00 18. 53 51867.0 41.8 3 Spring 2006 RMW Grad e 9 595525.4361.1838.82 14. 29 9.2 4 37. 65 21. 85 16. 97 59567.6 41.5 9 Spring 2005 RMW Grad e 10 396533.5055.5644.44 13. 89 12. 63 29. 04 24. 49 19. 95 39662.3 39.6 1 Spring 2004 RMW Grad e 10 411533.1153.5346.47 16. 30 7.3 0 29. 93 28. 95 17. 52 36660.6 39.0 0 Spring 2003 RMW Grad e 10 356536.2957.5842.42 17. 42 11. 80 28. 37 25. 00 17. 42 31960.9 41.8 6

5. Consequences of not meeting AYP -- Districts 1 year = No consequences 2 years = Under District Improvement (UDI) and improvement plan required 3 years = Remain Under District Improvement and continue with improvement plan evaluation 4 years = Corrective Action – select one or more NCLB district corrective action options 5 years = Corrective Action – corrective action plan evaluation and continues

6. Corrective Action-DOE Expectations Replace the school staff who are relevant to the failure to make adequate yearly progress Institute and fully implement new curriculum, including providing appropriate professional development for all relevant staff, that is based on scientifically based research Significantly decrease management authority at the school level Appoint an outside expert to advise the school on its progress toward making adequate yearly progress, based on its school plan described above Extend the school year or school day for the school Restructure the internal organizational structure of the school

7. Corrective Action Items What are we doing? Continue to use Accelerated Reader (AR) and STAR to increase reading scores for all students Provide additional support in reading for Special Education students using ABC Darian, Read Naturally, Fast Track, AR incentives Enhance Six Traits writing process across the curriculum to impact writing scores

8. What are we doing? Mandatory Summer School/Extended Time/Remediation Course for 9 th grade students who score PL 1 or 2 Design and implement Mentoring program for minority students Continue to offer Pre Calc Prep for minority students –Enhance the post secondary component Require all high school special education teachers to participate in a summer/fall instructional institute

9. What are we doing? Spring Audit of Target Populations – eschool data Modified Schedule with Professional Development Program for Instructional Practice Collaboration with Middle School Administration for alignment of programs and target populations Offer year-long, double math for small group students in math & ELA 9 th & 10 th Grade

10. What are we doing? Offer professional development for whole staff, focusing on instructional strategies Utilize the SSP-Student Success Plans, as a means of addressing individual student goals Increase administrative presence in the classrooms on a daily basis Utilize the DPAS II Evaluation System to provide timely and quality feedback for instructional practice

11. Supports Needed Staff for Double Period Courses Policy for Mandatory Summer School/Extended Time/Course Remediation Mentoring Grant Professional Development Program –Outside Consultant(s) –Follow Up and On going Data Management and Accountability System