Transcript of Central Community High School 2004-2005 SIP Presentation.
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- Central Community High School 2004-2005 SIP Presentation
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- Welcome Kevin Meyer - Superintendent
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- 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
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- 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
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- 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
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- Component I Team Composition and Process
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- Subject Area Representatives Regular Meetings and Discussion
Internal Review Annual Development of SIP
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- 2003-2004 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 04-05 SIP Sessions
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- Component II School and Community Profile
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- 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.
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- School/District Projection of continuous growth is predicted
1998 Enrollment: 543 2004 Enrollment: 615 Faculty: 35 Teachers 23
Teachers have obtained their masters degree
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- Curriculum Levels Offered Honors/College Prep General Tech Prep
Remedial
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- Component III Analysis of Data
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- Data Analysis Surveys College Articulation High School Classes
Iowa Test of Basic Skills ITBS Prairie State Achievement Exam
PSAE
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- Data Analysis Surveys College Articulation High School Classes
Iowa Test of Basic Skills ITBS Prairie State Achievement Exam PSAE
ACT
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- Weaknesses Males not scoring as well as the females
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- Weaknesses Males not scoring as well as the females Reading
& Writing scores are not where we want them
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- Weaknesses Males not scoring as well as the females Reading
& Writing scores are not where we want them IEP students take
the tests
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- 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
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- Strengths Female students are scoring well
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- Strengths Female students are scoring well PSAE is much better
after incentive program
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- Strengths Female students are scoring well PSAE is much better
after incentive program ITBS at or above grade level in all
areas
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- 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
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- 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 schools technology
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- Component IV Target Area Goal and Strategies
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- 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.
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- 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
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- 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.
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- 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.
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- 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.
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- 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
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- 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).
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- 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.
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- 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
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- 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.
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- Component V Professional Development
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- Focus on Target Area Goals Information based upon interests and
needs of faculty School Improvement Team monitors effectiveness of
presentations
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- 2004-2005 Professional Development Recommendations Reading and
Writing Presentations Course Outlines Departmental Discussions Team
Building Retreat Facilitated Learning Other Presentations
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- 2004-2005 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
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- 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
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- Timeline Continued Friday, April 15 th Informational
Presentations (NCLB) Friday, May 6 th End of Year Meeting Subject
Area Meetings
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- Component VI Remediation Plan
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- 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.
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- 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.
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- Criterion #1 A student will be identified as in need of
remediation by lacking the number of sufficient credits earned
during a school year.
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- 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.
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- Remediation Services At Risk List Identified students will be
placed on an at risk designation list for progress toward
graduation and subject area reference.
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- Referral to Tutorial Services Students will be referred to
tutorial services available at Central Community High School.
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- Referral to Summer School Central Community High School offers
Summer School courses through the Regional Office of
Education.
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- Other Services Students in need of remediation can also be
referred to other services as needed and appropriate to the
individual situation.
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- Central Community High School 2004-2005 School Improvement Plan
Presentation Summary
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- Question and Answer Session