CROWN POINT HIGH SCHOOL

Board Presentation

December 17, 2015

Sabrina Ramirez-Dean of Students Grades 9 &10

CPHS MISSION STATEMENT

Our promise to ensure all CPHS

students maximize their potential

College • Career • Citizenship Creativity • Courage • Culture

CPCSC AdvancED ACCREDITATION

• Advancing excellence in education worldwide • Distinguish schools adhering to a set of educational standards • Drive student performance and continuous improvement in education • Examine how the institution is meeting the needs of students

How does the collaborative work done at CPHS support the 13 powerful practices identified by the AdvancED review team?

How does my role as dean of students support AdvancED standard 5?

USING RESULTS FOR CONTINUOUS IMPROVEMENT

Indicator 5.1

– The school establishes and maintains a clearly defined

and comprehensive student assessment system.

• Engage (Transitions and Academic Support) • Experience (21st Century Learning) • Excel (College and Career Programming)

ENGAGE

“Mrs. Lorek’s (Engage) class is my favorite. It’s interesting

and it really helps me.” –Katie Hopp (9)

0

20

40

60

80

100

English 9Engage

English 10Engage

Math 9 Engage Math 10Engage

Nu

mb

er

of

Stu

den

ts

Engage Enrollment 2015-2016

• Strategic planning, programming, and communication to help students successfully

begin their high school career while planning for post-secondary goals

HIGH EXPECTATIONS

0

200

400

600

800

1000

Science English WorldLang

Math SocialStudies

Stu

den

t P

op

ula

tio

n

High Ability Honors

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

0

50

100

150

200

250

300

350

English 9 H Biology H Geometry H AP HumanGeography

Stu

den

t P

op

ula

tio

n

High Ability /Honors 9th Grade

1,8

40

2,8

49

1,9

25

3,0

05

3,1

05

3,8

73

48

366

688

441

622

1,1

09

1,1

85

3,0

51

2,8

35

944

762

568

1,3

41

1,1

07

1,0

86

3,2

25

4,2

33

3,6

02

5,5

31 7

,263

8,8

96

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

10,000

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

CPHS Dual Credits Earned 2009-2015

PUC

Vincennes

IUPUI

IUB

IUN

IVY

Total

Linear (Total)

ADVANCED PLACEMENT

• Students who earn scores of 3 or higher in AP Seminar

and AP Research and on four additional AP Exams of

their choosing will receive the AP Capstone Diploma

• Students who earn scores of 3 or higher in AP Seminar

and AP Research will receive the AP Seminar and

Research Certificate signifying their attainment of

college-level academic and research skills

AP Art History

AP Biology

AP Calculus (AB & BC)

AP Chemistry

AP Computer Science

AP Economics

AP English Language

AP English Literature

AP Environmental Science

AP DC French

AP DC German

AP Government

AP Human Geography

AP Latin

AP Physics (Mech & Elec/Mag)

AP Psychology

AP Seminar

AP DC Spanish

AP Statistics

AP Studio Art

AP US History

ADVANCED PLACEMENT

ADVANCED PLACEMENT

Indicator 5.3 – Professional and support staff are trained in the evaluation,

interpretation, and use of data. • Focus Group

– Course and Team Goals – Professional Development – Instructional Planning Report

294 626

953

953

1129

1213

1136

1091

1143 1655

1535

1980

277

354

470

518

581

641

747

875

861

1175

1213

0

500

1000

1500

2000

2500

CPHS AP Enrollment vs. AP Exams

Enrolled in AP Courses

AP Exams

Linear (AP Exams)

PURPOSE & DIRECTION

2014-2015: 31 scholarships

2013-2014: 45 scholarships

2012-2013: 45 scholarships

2011-2012: 22 scholarships

PURPOSE & DIRECTION

Honors (AP) 50%

College Prep (DC) 40%

Transitional/Remediation10%

CPHS CORE COURSE PLACEMENT GOALS

25%

35% 37%

55% 50% 52%

20% 15%

11%

2008-2012 2013-2014 2014-2015

Course Offerings/Placement

Honors/AP

College Prep/DC

Remedial/Transition

53% 56.10% 57.10% 57.60% 54.70% 58.30%

32.00% 29.80% 31.20% 36.70% 41.50% 40.30%

0%

20%

40%

60%

80%

100%

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Perc

en

t

of

Stu

den

t P

op

ula

tio

n

Crown Point Diploma Type Analysis

Honors

Core 40

DOE ACCOUNTABILITY

Data-based decision-making is embedded into the system’s core operating schema creating a student-centered culture of continuous improvement

• CPHS has been designated an ‘A’ School • Class of 2017 (current juniors) passed Algebra I and English 10 ECAs at 90%+ o 1st time in recent history o Only Algebra I ECA was used in A-F

DOE ACCOUNTABILITY

• CPHS Class of 2015 graduation rate was 96% o Exceeds state goal of 90% • CPHS Class of 2015 College & Career Readiness Score was 78% o Graduates earning at least 3 college credits or scoring 3+ on at least one AP exam --Exceeds state goal of 25%

USING RESULTS FOR CONTINUOUS IMPROVEMENT

Indicator 5.2 - Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.

• Professional Learning Communities • 2.0/Blended courses

• iNACOL

• Dual Credit partnerships • inter-rater reliability

• Team structure

PURPOSE & DIRECTION

Culture of high expectations for all students is supported by all stakeholders wrapping around students – Course offerings

– Team structure

– RTI lab

– Resource period

– Peer tutoring

– Extracurricular mentoring

9th & 10th GRADE TEAM

Indicator 5.5

-Leadership monitors and communicates comprehensive information about

student learning, conditions that support student learning, and the achievement of school

improvement goals to stakeholders.

• Mark Gianfermi (Assistant Principal)

• Sabrina Ramirez (Dean of Students)

• Kim Swan, Kim Wilkinson, Michelle Bruss, Brenda Wolski, Ami Marcinek, Lauren Sandor

(Guidance Counselors)

• Emily Adams (9th Grade Graduation Coach)

• Ken Miller (10th Grade Graduation Coach)

• Kyle Hanaway, Cynthia Geoghegan, Lori Gramenz (RtI Paraprofessionals)

• 9th & 10th grade teachers, students, and parents

“Alone we can do so little; together we can do so much.”

–Helen Keller

RTI LAB

• Clint Swan, Jon Haas, Heidi Marek (RTI teachers) • Kyle Hanaway, Cynthia Geoghegan, Lori Gramenz (RtI Paraprofessionals) • Emily Adams (9th Grade Graduation Coach) • Ken Miller (10th Grade Graduation Coach) • Natalie Trapp (Credit Acceleration) • Nikki Perrin (Testing)

IMPROVING STUDENT LEARNING

Indicator 5.4 – The school engages in a continuous process to determine verifiable

improvement in student learning, including readiness for and success at the next level.

4.3

%

4.7

%

2.8

%

2.9

%

2.3

%

2.4

%

1.1

%

1.3

%

1.0

%

1.6

%

7.4

%

6.4

% 7

.5%

6.2

%

5.8

%

4.9

%

3.0

%

3.1

%

2.7

%

2.8

%

7.5

%

6.5

%

6.8

%

4.5

%

6.1

%

4.5

%

3.4

%

3.1

%

2.1

%

2.2

%

3.9

%

3.9

%

3.1

%

1.7

%

2.5

%

1.7

%

2.1

%

1.6

%

1.6

%

1.2

%

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

7.0%

8.0%

9.0%

10/11 - 1 10/11 - 2 11/12 - 1 11/12 - 2 12/13 - 1 12/13 - 2 13/14 - 1 13/14 - 2 14/15 - 1 14/15 - 2

Core Semester Failures

English

Math

Science

Social Studies

COURSE PLACEMENT

DATA-BASED CONVERSATIONS

• Graduation coach

• Student

• Teacher

• Guidance counselor

• Administrator

• Parent

COMMUNICATION

USING RESULTS for CONTINUOUS IMPROVEMENT

A student-centered focus is exhibited across the corporation and kept relevant through a process of continuous improvement that catalyzes growth and readiness for each student

9th Grade 10th Grade 11th Grade 12th Grade

Have your students begun to think about their future after high school? How will they best use their time at CPHS to prepare (academic performance, extra/co-curricular involvement, career and course exploration, etc.)? Do they understand where and how to seek out resources available to them at CPHS?

Have your students begun to research specific college and career options? How will they use the resources available at CPHS to best position themselves to attain their career goals (Dual Credit, AP, extra-curricular and co-curricular opportunities, service and leadership development, etc.)?

Have your students begun to narrow down their college and career choices? Do they know which colleges/universities/ organizations will offer them the opportunity to pursue those goals? Have they begun to prepare for their for post-secondary entrance exams (ACT/SAT/AP)?

Do your students have a specific plan in place for when they leave CPHS? What actions have they already taken to secure that plan (college applications completed, scholarship applications completed, etc.)? What actions do they still need to take in order to reach their goals?

USING RESULTS for CONTINUOUS IMPROVEMENT

12263 12599

10000

15085 13934

15787

0

5000

10000

15000

20000

Total C-Notes Earned

The corporation conveys the many success of its students, teachers, schools, and district through a myriad of communication vehicles

PEER TUTORING

TEACHING & ASSESSING FOR LEARNING

Leaders monitor and support the improvement of teachers’ instructional practices to ensure student success

SCHOOL IMPROVEMENT

• Exploring current grading practices in order to develop policies that support grades being a true reflection of what students know and can do

• We are having the right conversations: – What are we doing well?

– What do we need to keep focusing on?

– Student achievement is positive…what can we improve? • Strategies for improvement (learning goals linked to performance scales)

SCHOOL IMPROVEMENT TEAM

• Chip Pettit

• Anne Lorek

• Dan Hadary

• David Rosenbaum

• Diane Tournis

• Ginny Zega

• Jacob Adams

• Jeremy Walker

• J. Flewelling

• Jim Ingelhart

• Karen Cox

• Kevin Enright

• Kit Degenhart

• Mark Gianfermi

• Mary Bachnak

• Rachele Raloff

• Robert McDermott

• Russ Marcinek

• Sabrina Ramirez

• Sara Wietbrock

• Scott Rettig

• Scott Vlink

• Kelly Nelson

• Jason McGee

• Tracy Seibert

• Mindy Pearson

• Maryann Nicks

• Rebecca Magee

• Keith Iddings

• Chris Gloff

• Amanda Campos

• PARENTS

• STUDENTS

Look through the lens of a school leader

SCHOOL IMPROVEMENT Long range plans are crafted for the preservation and management of all corporation

resources to ensure the health and safety of all students Short and long term planning maximizes the effectiveness of system resource

management

PROFESSIONAL DEVELOPMENT

Leaders monitor and support the improvement of teachers’

instructional practices to ensure student success.

A multitude of resources are appropriate to support and sustain the purpose and direction of the system, schools, programs, and operations.

RESOURCES & SUPPORT SYSTEMS

A rigorous and intentional systematic process is conducted to

recruit, employ, and retain a highly-qualified, professional staff.

• Mentor teachers

• New teacher induction (Aug)

• Monthly new teacher meetings

• Professional development

• Professional Learning Communities

• Classroom practices & school procedures

Years of

Experience 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

0 to 2 5 11 14 11 12 3 to 5 23 10 13 12 10

6 to 10 27 28 26 34 35 11 to 15 18 15 17 14 11 16 to 20 12 19 20 22 22

21+ 24 16 19 25 22

DISCIPLINE

190 189 184 194

116

0

50

100

150

200

250

Out of School Suspensions

Total

1112 1267

1134 1067

804

0

200

400

600

800

1000

1200

1400

In-school Suspensions

Total

56

48

38

28

15

0

10

20

30

40

50

60

2010-11 2011-12 2012-13 2013-14 2014-15

Expulsions

Total

INDIANA NEW ADMINISTRATOR LEADERSHIP INSTITUTE

• 2 yr. professional development program

• Effective instructional leader o Develop school beliefs & set goals alongside staff

o Focus on learning

o Work hard to build a collaborative environment

o Involve staff in decision-making with worthy PD & time for collaboration

o Make decisions based on reviewed data

---DuFour, 1999 – five critical principal qualities

OPPORTUNITIES

• Instructional strategies and Elements that support student achievement and growth

• Collaboration with peers and internally-developed professional development

• Involvement with student organizations and parent/community outreach

• Assessment and policy updates

• Character building, study skills, and social skills – Supporting and motivating students impacted by “home life”

• Leadership, management and communication techniques

GOVERNANCE & LEADERSHIP

THANK YOU!

Supportive nature of the governing body advances all aspects of the district's vision. Board members commit to educational leadership and continuous improvement through

extensive training, coursework, and professional development. Governing body of the corporation clearly understands its role in adopting, establishing,

and maintaining policy for the benefit of its students, personnel, and community. The superintendent, district, and building-level leadership teams are viewed as visionary

leaders with a clear purpose.