comprehensive school improvement plan csip.pdf · 2017-12-20 · comprehensive school improvement...

Comprehensive School Improvement

Plan

Warren Central High School

Warren County School District

Mrs. Tina Prunty, Principal

559 Morgantown Road Bowling Green, KY 42101

Document Generated On February 12, 2013

TABLE OF CONTENTS

Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 6 Notable Achievements and Areas of Improvement 8 Additional Information 10 KDE Needs Assessment Introduction 12 Data Analysis 13 Areas of Strengths 14 Opportunities for Improvement 15 Conclusion 16 Warren Central High School CSIP 2012 Overview 18 Goals Summary 19

Goal 1: Increase the averaged combined reading and math K-Prep scores for Warren Central High School studentsfrom 35.4% to 67.7% in 2017 20Goal 2: Increase the average freshmen graduation rate from 76.8% to 90% by 2015. 23Goal 3: Increase the percentage of students who are college and career ready from 42.7% to 64.5% by 2015 24

Goal 4: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gapgroup from 31.3% in 2012 to 65.7% in 2017. 26

Activity Summary by Funding Source 28 Response for Required Action: Achievement Gaps Overview 33 Goals Summary 34

Goal 1: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gapgroup from 31.3% in 2012 to 65.7% in 2017. 35

Activity Summary by Funding Source 36 Response for Required Action: Freshman Graduation Rates Overview 38 Goals Summary 39

Goal 1: Increase the average freshmen graduation rate from 76.8% to 90% by 2015. 40 Activity Summary by Funding Source 42 Response for Required Action: Program Reviews Overview 44 Goals Summary 46

Goal 1: Increase the averaged combined reading and math K-Prep scores for Warren Central High School studentsfrom 35.4% to 67.7% in 2017 47Goal 2: Increase the average freshmen graduation rate from 76.8% to 90% by 2015. 48

Activity Summary by Funding Source 51 Response for Required Action: TELL Survey Overview 54

Goals Summary 56

Goal 1: Increase the averaged combined reading and math K-Prep scores for Warren Central High School studentsfrom 35.4% to 67.7% in 2017 57Goal 2: Increase the average freshmen graduation rate from 76.8% to 90% by 2015. 58

Activity Summary by Funding Source 59

Introduction

The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan toensure that students reach proficiency and beyond by 2014. The process focuses school and district improvement efforts onstudent needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs andclosing achievement gaps between subgroups of students, by building upon school and district capacity for high qualityplanning, and by making connections between the funds that flow into the district and the priority needs in schools.Your school's plans for improvement must be based on careful and honest analysis of data, address all content areas, andclearly address gaps in student achievement.

Comprehensive School Improvement PlanWarren Central High School

SY 2012-2013 Page 1© 2013 AdvancED www.advanc-ed.org

Executive Summary



Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures bywhich the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithfulto its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholderengagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support studentlearning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths andchallenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the schoolperceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how itprovides teaching and learning on a day to day basis.



Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Includedemographic information about the students, staff, and community at large. What unique features and challenges are associatedwith the community/communities the school serves? Warren Central High School is located in Bowling Green, Kentucky, which recently became the 3rd largest city in the Commonwealthaccording to the 2010 census. The school is situated in an urban setting less than a mile from the main campus of Western KentuckyUniversity, but is home to students from a variety of backgrounds - both rural and urban. The school has undergone several transformations over the years as Warren County has continued to grow. In the late 1980's, the schoolreached its highest enrollment of nearly 2,000 students before a new high school was built that cut that number in half. In 2010, WarrenCounty Board of Education built an additional high school to address the population boom on the south side of the county. When redistrictingoccurred, about 150 of our students were moved to the new school. Currently the school's enrollment is approximately 1,000 students. Our student body is very diverse due to Bowling Green being designatedas a United Nations Refugee Center. Many refugee families are residents of apartments in our district. At the onset, most families were fromBosnia, Croatia, Albania, and Kosovo due to the Balkan civil war. However in recent years, new families have come from Burma, Africancountries, Thailand, Iraq, Cuba, Mexico, and other Central American countries. Currently we have over 25 different nationalities representedin our student body. Although this diversity is a positive occurrence, the school has faced many challenges on how to educate non-English speaking students andsome students who have had little to no formal education. Warren Central High School became one of the first schools in the area toinstitute separate ESL classrooms. The school established a Global Learning Academy for students with higher level English skills, but stillneeding additional assistance with such things as content level vocabulary acquisition. We also led the push for a New Arrival Centerdesigned to assist new immigrants and their families with the requirements for school enrollment and beyond. With Warren Central being located in the more urban part of Bowling Green, our student body has a large population of those in poverty.Currently we are at 74% free/reduced lunch. Students from poverty have many obstacles to overcome. Warren Central staff and faculty tryto remove those barriers for our students by developing relationships and creating a conducive and encouraging learning environment. Wehave several programs in place to address the needs of students in poverty. Such programs are: Why Try (program provided to AfricanAmerican males to improve outcomes in the areas of truancy, behavior, and academics); Reconnecting Youth (program for at risk students tobuild resiliency against risk factors and control early signs of substance abuse and emotional distress); JAG (Jobs for American's Graduates,a program designed to prevent drop outs among students who are at most risk); PBIS (positive behavior supports); RtI (response tointervention). The school currently has 56 certified teachers on staff in which over 50% have completed a Master's degree with an average of 10.7 years ofteaching experience. Our school has four administrative positions, three counseling positions, and intervention teacher, and a schoolresource officer. The unique aspect of Warren Central High School is the number of alumni who return to teach at their alma mater. Thisdemonstrates how deep the Dragon Pride is in the community. Warren Central's mission statement is to "Engage all students every day, to promote life-long learning." Although our school has many



obstacles to overcome, the faculty and staff are committed to this mission. We are committed to continuous improvement while constantlystriving to assist our students as they prepare for the post secondary world. We embrace our challenges without excuse and work diligentlyto meet the needs of all students, regardless of their background.



School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how theschool embodies its purpose through its program offerings and expectations for students. At Warren Central, we feel our mission is to engage all students each day to promote life-long learning. It is with this goal in mind that weapproach student performance each and every day. We are working hard to both empower and equip our faculty, so they can fulfill thismission. Obviously, Warren Central faces challenges because of our diversity and other factors, such as, poverty. We value our diversity andconsider it a strength to our educational environment. Our vision for all of our students, regardless of their ethnicity or socioeconomicbackground, is to be college and career ready and to live happy and productive lives We spend our time addressing instructional gaps thatexist, using data to track student progress, and developing a common instructional language so that teaching and learning is a sharedexperience and responsibility of the entire school community. In 2010-11, for example, Warren Central became a Professional Learning Community, meeting weekly in content related groups to discussthe pacing of instruction, developing common assessments, and discussing student performance. We also developed the D Drive, and instructional storage portal available to faculty, so all materials used in instruction and assessment ofstudent learning can be stored, improved, and evaluated for maximum results. This school year, we have created an instructional committee composed of administrators, counselors, and teachers from all content areas.This team is charged with developing the focus of instruction at Warren Central by establishing a need for change, setting goals, identifyingand implementing effective instructional strategies school wide, establishing timelines, communicating with staff, and monitoring progress ofestablished goals. The intent of the committee is to improve classroom instruction. Long term goals for Warren Central are to develop arigorous, differentiated, and aligned core program in all classes. This will be achieved through development of Power Standards, Scope andSequence of courses, PLCs, development of common formative and summative assessments, student data analysis, and differentiatedinstructional strategies within the classroom. To assist students with academic deficits, we have several programs in place. In 2010, Warren Central began offering Read 180 andSystems 44 classes for students who needed additional reading instruction in a safe and supportive environment. Every student in ourbuilding takes the Scholastic Reading Inventory three times a year to establish and track their Lexile reading levels. This data is shared withevery teacher to assist them with differentiation in their classroom. The school also has the Global Learning Academy to assist ESL students who have attained a determined proficiency in English languageskills to leave the self contained "New Comers" ESL classroom. The GLA group travels to core classes as a group, receiving intensiveEnglish language instruction and core content as well. Another positive aspect of the GLA group is the aspect of having two teachers in theircore classes. One teacher is the content level instructor, who has been trained in ESL strategies and techniques, and the second teacher isan ESL instructor. This greatly benefits the student by having a lower student to teacher ratio and the expertise of two instructors trained inESL strategies. In 2011, the district provided our school with a RtI coordinator. This has assisted our school with data analysis, academic and behavior



intervention programming, and assessment preparation. Intervention programs have been made available to students who are behind inbasic skills and also for those who have not met EPAS benchmarks. Warren Central also completely revamped our ESS (Extended School Services) offerings so we were able to target students in three differentphases throughout the year. Our fall ESS group targeted freshmen who scored well on the Explore during their 8th grade year. Thesestudents met twice weekly beginning in October and ending in December. The students received specific intervention through differentiatedinstruction and test taking strategies in their core content to prepare for the December ACT test date. Our winter ESS group targets juniorsand provides them with a review of core content using differentiated instruction to prepare for the ACT test date in March. Finally, our springESS group will be focused on students in classes required to take the End of Course Assessments in May. Students will be reviewingcontent and test taking strategies. Our ESS program will continue to assist students during this time who seek individualized one on oneassistance from their teachers. To challenge our higher level students, in 2011, Warren Central began a College Academy. The College Academy is a school within aschool where capable students complete their high school courses, sharpen their skills, and get a head start on college work while attendinghigh school. These students are required to volunteer a minimum of forty hours a year for approved organizations, maintain a specific GPA,design and implement a leadership project, and take a minimum of two AP or dual credit classes their junior and senior year. Studentsreceive personalized guidance from the Dean of the Academy, have advisors who meet with them regularly, and are able to take coursesthrough Western Kentucky University or Bowling Green Technical College during the regular school day. Warren Central also began an ACT (achieving and conquering together) Cohort in 2011 in which students who performed at a certain levelon the Explore are encouraged to take the ACT multiple times prior to their junior year. These students are given opportunities for extendedlearning through ESS.



Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas forimprovement that the school is striving to achieve in the next three years. The greatest strength of Warren Central is its long history and place in the Warren county community. Our school was originally establishedas Warren County High School in 1949. It became Warren Central High School in 1968, but our graduates have been significant partners inthe community for over 50 years. Additionally, one cannot discuss the pride of being from Warren Central without mentioning our academicand athletic successes. Our school has won both a Boy's and Girl's State Basketball title and we continue to compete in state levelcompetitions annually. Academically, Warren Central currently has students enrolled at Western Kentucky University's Gatton Academy for Math and Science whichwas named American's Top High School by Newsweek. Additionally, we send numerous students to the Governor's Scholars andGovernor's School for the Arts program each year, and we average $3 million in scholarships yearly. This school year marks the first group of students enrolled in our College Academy. Students applied, were interviewed, and were acceptedbased on their credentials. The academy affords each participating student personalized guidance from the Dean of the College, as well as,assistance with goal development. Students are able to earn college hours while attending high school. Students are enrolled in courses atWestern Kentucky University and Bowling Green Technical College. The past 2 years, our ACT (Achieving and Conquering Together) Cohort students have been able to get an early taste of the ACT. Manystudents in the cohort have met all college readiness benchmarks, and several have scored in the 30s. The after school and weekendtutoring assisted our students greatly. 80% of the 2nd year cohort students saw growth from the previous year's ACT. 42% of the freshmencohort reached a score of 20 +. In regard to our new accountability standards, Warren Central's African American males are experiencing higher graduation rates than thestate African American male average. Also our African American scores bypass the state African American average in all categories.Students with disabilities are scoring above the state disability average as well. Advanced Placement courses are another area of achievement at Warren Central High School. Through AdvanceKentucky, we have beenable to increase our enrollment in AP courses. Currently we have 16 Pre-AP sections and 16 AP sections available for students to enroll inour schedule. Our teachers attend AP workshops annually to learn teaching strategies that promote higher order thinking. In the next 3 years, Warren Central has set goals for improving all areas of accountability. In December 2012, we had an instructional auditthat identified several areas our school must improve, especially in core instruction. After analysis of the audit, we have developed anInstructional Team consisting of ten teachers from core classes, special education, CTE, ESL, and arts and humanities. The committee is charged with developing the focus of instruction at Warren Central by establishing a need for change due to our at riskstudent population and new accountability standards; setting goals; identifying effective instructional strategies and implementing themschool wide; establishing timelines; communicating with staff; and monitoring our progress toward these goals. The long range goal of Warren Central High School is to develop rigorous, differentiated, and aligned core instruction in every teachers'



classroom. Through the development of Power Standards, quality core aligned curriculum and pacing maps, PLCs, development of commonformative and summative assessments, data analysis, and differentiated instructional strategies we plan to improve our accountability scores. To address our at risk population, students with large academic deficiencies, and gifted students, we are investigating different schedules.We see the benefit of increasing the number of students in CTE, arts and humanities, and practical living courses to assist in preparing themfor post secondary transition.



Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previoussections. Although Warren Central students have many obstacles to overcome due to an array of issues, the staff is dedicated to meeting theacademic, social, and emotional needs of our students. Our staff has embodied our mission statement not just for our students butthemselves. We are also life-long learners. After our district instructional audit, we were able to see what areas we need to improve. Effective classroom instruction is the key toprogressing our students to proficiency. Our teachers will be taking part in learning opportunities to make their classrooms as effective aspossible for the student body we serve. Workshops and professional development will be focused on facilitating academic conversations inthe classroom to promote higher-level questioning/thinking, inquiry, and exploration of content. We visualize a more student led classroom. Exploration of alternative schedules is also occurring. Our student body needs to have the skills necessary for a successful post secondarytransition. Schedules are being reviewed to increase the opportunity for students to take CTE, arts and humanities, and practical livingcourses. With 39% of our student body reading below proficiency, avenues are being evaluated to increase the number of readingintervention courses, however not taking away the option of a student being able to take an elective as well as receiving intervention. Warren Central is acclimating to a changing educational and social environment. We see the need for change and are investigating andmaking the necessary transformations so our student body is successful after they leave the walls of Warren Central behind.



KDE Needs Assessment



Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities.



Data Analysis What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you?What does the data/information not tell you? What question(s) are you trying to answer with the data and information provided to you?- What do our school scores' mean?-What areas did we do well in and what areas do we need alot of improvement?-What are our school's gap areas?-What are the targets we are needing to reach by a specified date? What does the data/information tell you?- Our overall score, percentile, rank, and classification in the state.-Provides a breakdown of our Achievement, Gap, Growth, CCR, and Graduation Rate scores.-Our lowest score was in the area of Gap. Many of our students in Gap groups are scoring novice and apprentice. One particular area ofconcern is in the gap group of free/reduced lunch identified students.-In regard to our Achievement. We scored the lowest on our Biology EOC and scored the highest on our US History EOC. Upon furtheranalysis, in our Biology EOC, students scoring novice far outweighed all other categories.-Language Mechanics is also an area of concern. Only 2.3 points were achieved from this area. -Our highest score was achieved in Graduation Rate. Second highest score was in Growth. In regard to Growth, WCHS has many studentswho are not at grade level, however these students are experiencing growth as determined by the accountability model.- In regard to our CCR score: 39% of our graduating seniors from 2012 were college ready; 17% were career ready through the passing ofthe ASVAB; 23% received an industry certificate; 10% were college and career ready; 43% of the graduating class were college and/orcareer ready; What does the data/information not tell you?-Does not identify contributing factors for the results and barriers to improvement.-Does not evaluate efforts that are currently underway that could impact future results.



Areas of Strengths What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is therecause to celebrate? Achievement: Area of strength is our scores on the U.S. History EOC. In comparison to other EOC data, the U.S. History EOC received thehighest number of Proficient and Distinguished scores. A total number of 99 students received a score that was proficient or distinguished. Gap: Our African American scores beat the state African American average in all categories. Growth: Our students are experiencing significant growth scores in math. Graduation: Our African American males are experiencing higher graduation rates than the state African American male average. Students with disabilities are scoring above the state average as well.



Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? Achievement: Biology EOC scores are very low. To improve this area, Biology is going to be shifted from a freshmen level course to asophomore level course for the 2013/2014 school year. For other EOC courses, Tier 1 (core instruction) is being evaluated. Teachers are being trained on the following: prioritizing standards,developing common formative and summative assessments, evaluating data, and developing differentiated instruction strategies to addressstudents needs based on data. Gap: Students identified as free/reduced lunch are scoring a large percentage of our novice and apprentice scores. To improve our scores,Tier 1 (core instruction) is being evaluated. Teachers will be trained on how to better meet the needs of their students in the classroom. Keytraining will occur with the following: PLCs, power standards, formative assessments, data analysis, and differentiated instruction. Growth: area of improvement needed in reading. Lexile scores and other reading data indicate this as an area of improvement. To addressthe need, teachers are being trained on literacy strategies in all content areas; being encouraged to use more technical texts within theircurriculum; being provided Lexile scores for all their students to better meet their needs; and being encouraged to provide more vocabularylearning opportunities within their classroom. Also for the 2013/2014 school year, Read 180 classes will be increased for freshmen andsophomore students who meet the requirements for the course. CCR: An area of improvement is in the area of career ready. More students need to have the opportunity to be career ready by have theclasses necessary to be considered a completer and be able to take the KOSSA exam. To address this issue, alternative schedules for the2013/2014 school year are being examined.



Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? The next steps for Warren Central High School in addressing areas of concerns is to develop a time line and plan to share with ourstakeholders. Such plan will address Tier 1 (core instruction) needs. The development of a curriculum team will be implemented and thisteam will develop the time line and a plan for the following: effective PLC implementation; prioritization of standards; development ofcommon formative and summative assessments; data analysis; differentiation in the classroom; monitoring of plan.



Warren Central High School CSIP 2012



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y, E

. (19

95).

Antis

ocia

l beh

avio

r in

publ

ic s

choo

l: St

rate

gies

and

bes

t pra

ctic

es.

Paci

fic G

rove

, CA:

Bro

oks/

Col

e.

Mea

sura

ble

Obj

ectiv

e 1:

Col

labo

rate

to in

crea

se th

e av

erag

ed c

ombi

ned

read

ing

and

mat

h K-

Prep

sco

res

to 4

1.9%

by

05/3

1/20

13 a

s m

easu

red

by K

-Pre

p.

Activ

ity -

Teac

her T

rain

ing

on E

ffect

ive

PLC

sAc

tivity

Typ

eBe

gin

Dat

eEn

d D

ate

Res

ourc

eAs

sign

edSo

urce

Of

Fund

ing

Staf

fR

espo

nsib

leTe

ache

rs w

ill be

trai

ned

on h

ow to

col

labo

rate

in e

ffect

ive

PLC

s. T

each

ers

will

mee

t wee

kly

in th

eir P

LCs

and

crea

te c

omm

on fo

rmat

ive

and

sum

mat

ive

asse

ssm

ents

, ana

lyze

stu

dent

test

dat

a, d

evel

op d

iffer

entia

ted

inst

ruct

iona

l stra

tegi

es to

mee

t the

nee

ds o

f the

ir st

uden

ts.

Prof

essi

onal

Lear

ning

01/1

4/20

1305

/31/

2014

$0Sc

hool

Cou

ncil

Fund

s

Prin

cipa

l,cu

rricu

lum

team

,In

terv

entio

nSp

ecia

list,

teac

hers

Com

preh

ensi

ve S

choo

l Im

prov

emen

t Pla

nW

arre

n C

entra

l Hig

h Sc

hool

SY 2

012-

2013

Page

20

© 2

013

Adva

ncED

ww

w.a

dvan

c-ed

.org

Heu

man

n, J

., &

War

lick,

K. (

2001

). Pr

even

tion

rese

arch

& th

e ID

EA d

isci

plin

e pr

ovis

ions

: A g

uide

for s

choo

l adm

inis

trato

rs.

Avai

labl

e:w

ww

.ed.

gov/

offic

es/O

SER

S/O

SEP/

adm

inbe

h.w

eb.p

df.

Stra

tegy

3:

RtI

- Al

l tea

cher

s w

ill be

trai

ned

on u

sing

dat

a fro

m c

omm

on a

sses

smen

ts to

diff

eren

tiate

stra

tegi

es fo

r mas

tery

lear

ning

. Dat

a w

ill be

mon

itore

d by

teac

hers

, PLC

, and

adm

inis

tratio

n.

Res

earc

h C

ited:

Qua

lity

Cor

eR

espo

nse-

to-In

terv

entio

n R

esea

rch:

Is th

e Su

m o

f the

Par

ts a

s G

reat

as

the

Who

le?

by M

atth

ew K

. Bur

ns, P

h.D

., U

nive

rsity

of M

inne

sota

.Se

lect

ing

a Sc

ient

ifica

lly B

ased

Cor

e C

urric

ulum

for T

ier 1

by C

harle

s H

ughe

s, P

h.D

., an

d D

ougl

as D

. Dex

ter,

Ph.D

., Pe

nn S

tate

Uni

vers

ity.

Stra

tegy

4:

Lite

racy

Stra

tegi

es -

Res

earc

h sh

ows

that

teac

her i

nteg

ratio

n of

lite

racy

-rela

ted

inst

ruct

iona

l stra

tegi

es fa

cilit

ates

stu

dent

lear

ning

acr

oss

all c

onte

nt a

reas

. With

the

use

of c

onte

nt-s

peci

fic in

form

atio

n, it

is th

roug

h th

e lit

erac

y sk

ills o

f rea

ding

, writ

ing,

list

enin

g, s

peak

ing,

vie

win

g an

d pr

esen

ting

that

stu

dent

s ac

quire

and

reta

in c

onte

ntkn

owle

dge

and

cont

ent-s

peci

fic a

bilit

ies.

Teac

hers

will

cont

inue

trai

ning

on

how

to in

corp

orat

e lit

erac

y st

rate

gies

with

in th

eir c

onte

nt.

Teac

hers

will

be m

onito

red

thro

ugh

obse

rvat

ions

and

stu

dent

wor

ksa

mpl

es fo

r fid

elity

. R

esea

rch

Cite

d: H

inso

n, 2

000;

Rea

denc

e, M

oore

, Ric

kelm

an, 2

000;

Mar

zann

o, 2

001

Activ

ity -

Posi

tive

Rec

ogni

tion

for a

cade

mic

s an

d be

havi

orAc

tivity

Typ

eBe

gin

Dat

eEn

d D

ate

Res

ourc

eAs

sign

edSo

urce

Of

Fund

ing

Staf

fR

espo

nsib

leTh

e fo

llow

ing

will

be c

ondu

cted

to re

cogn

ize

acad

emic

ach

ieve

men

t:-R

ecog

nize

and

pos

t Fre

shm

en o

f the

Mon

th, S

tude

nt o

f the

Wee

k, a

ndD

eser

ving

Dra

gon

on s

choo

l web

site

and

pla

ce n

ames

on

scho

ol M

arqu

ee.

-One

stu

dent

from

eac

h gr

ade

leve

l will

be re

cogn

ized

wee

kly

by a

teac

her

as "S

tude

nt o

f the

Wee

k."

-FIR

E pa

ss d

raw

ings

will

be h

eld

wee

kly

to re

war

d st

uden

ts.

-Ren

aiss

ance

Cou

ncil

will

reco

gniz

e st

uden

ts w

ith h

igh

GPA

s an

d st

uden

tsw

ho s

core

pro

ficie

nt/d

istin

guis

hed

on E

OC

exa

ms.

Acad

emic

Supp

ort

Prog

ram

08/0

1/20

1205

/31/

2013

$250

0Bo

oste

r Fun

d,Sc

hool

Cou

ncil

Fund

s

All s

taff,

adm

inis

tratio

n

Activ

ity -

Star

Pro

gres

s M

onito

ring

Activ

ity T

ype

Begi

n D

ate

End

Dat

eR

esou

rce

Assi

gned

Sour

ce O

fFu

ndin

gSt

aff

Res

pons

ible

Star

test

ing

will

be u

tiliz

ed to

det

erm

ine

the

need

s of

indi

vidu

al s

tude

nts.

Mat

h, E

nglis

h, a

nd s

peci

al e

duca

tion

teac

hers

will

be tr

aine

d on

how

to u

seth

e sy

stem

, how

to p

rovi

de R

tI ba

sed

on th

e te

st d

ata,

and

how

to p

rogr

ess

mon

itor t

heir

stud

ents

.

Acad

emic

Supp

ort

Prog

ram

10/0

1/20

1205

/31/

2014

$0D

istri

ctFu

ndin

gpr

inci

pal,

Inte

rven

tion

Spec

ialis

t,te

ache

rs

Com

preh

ensi

ve S

choo

l Im

prov

emen

t Pla

nW

arre

n C

entra

l Hig

h Sc

hool

SY 2

012-

2013

Page

21

© 2

013

Adva

ncED

ww

w.a

dvan

c-ed

.org

Stra

tegy

5:

Prog

ram

Rev

iew

- Te

ache

rs w

ill co

ntin

ue to

be

upda

ted

on im

plem

enta

tion

of a

rts a

nd h

uman

ities

/PL

in th

eir i

nstru

ctio

n, d

eplo

yed,

and

pro

vide

evi

denc

e th

at w

ill be

mon

itore

d fo

r fid

elity

.

Stra

tegy

6:

Mas

tery

Lea

rnin

g - A

llow

ing

stud

ents

the

oppo

rtuni

ty to

ach

ieve

mas

tery

of c

onte

nt a

t diff

eren

t tim

e in

terv

als

has

prov

en to

be

an e

ffect

ive

met

hod

of in

crea

sing

stu

dent

lear

ning

. Te

ache

rs w

ill be

trai

ned

on fo

rmin

g co

mm

on a

sses

smen

ts a

nd d

iffer

entia

tion

of in

stru

ctio

n fo

r mas

tery

lear

ning

. Dat

a w

ill be

ana

lyze

d in

PLC

's an

d m

onito

red

byad

min

istra

tion.

R

esea

rch

Cite

d: B

lock

, J. H

. (ed

.) (1

971)

. Mas

tery

lear

ning

: The

ory

and

prac

tice.

New

Yor

k: H

olt,

Rin

ehat

and

Win

ston

.Bl

oom

, B. S

. (19

71).

Mas

tery

lear

ning

. In

J. H

. Blo

ck (E

d.),

Mas

tery

lear

ning

: The

ory

and

prac

tice

. New

Yor

k: H

olt,

Rin

ehar

t & W

inst

on.

Gus

key,

T. R

. (20

07).

Clo

sing

ach

ieve

men

t gap

s: R

evis

iting

Ben

jam

in S

. Blo

omâs

âLe

arni

ng fo

r Mas

tery

.â J

ourn

al o

f Adv

ance

d Ac

adem

ics,

19(

1), 8

-31.

Stra

tegy

7:

Cur

ricul

um A

sses

smen

t and

Alig

nmen

t - E

nglis

h te

ache

rs w

ill be

trai

ned

on s

tand

ards

, ver

tical

alig

nmen

t, an

d as

sess

men

t, de

ploy

ed, a

nd m

onito

red

for f

idel

ity.

Res

earc

h C

ited:

Qua

lity

Cor

e

Activ

ity -

Acad

emic

Lite

racy

Activ

ity T

ype

Begi

n D

ate

End

Dat

eR

esou

rce

Assi

gned

Sour

ce O

fFu

ndin

gSt

aff

Res

pons

ible

All c

lass

es w

ill in

crea

se a

cade

mic

lite

racy

by

usin

g co

mpr

ehen

sion

stra

tegi

es, h

ighe

r lev

el q

uest

ioni

ng, u

sing

read

ing-

writ

ing

conn

ectio

n, a

ndlit

erac

y st

rate

gies

.

Dire

ctIn

stru

ctio

n01

/01/

2013

12/3

1/20

13$0

Scho

olC

ounc

ilFu

nds

All s

taff,

adm

inis

tratio

n

Activ

ity -

Prof

essi

onal

Lea

rnin

gAc

tivity

Typ

eBe

gin

Dat

eEn

d D

ate

Res

ourc

eAs

sign

edSo

urce

Of

Fund

ing

Staf

fR

espo

nsib

le-P

rovi

de in

form

atio

n to

teac

hers

abo

ut th

e pu

rpos

e an

d pr

oces

s of

the

revi

ew. E

mph

asiz

e th

e im

porta

nt ro

le o

f the

teac

her i

n im

plem

entin

g hi

ghqu

ality

inst

ruct

iona

l pro

gram

s.-In

form

sta

ff of

the

expe

ctat

ions

and

pro

cedu

res

as d

efin

ed b

y th

e di

stric

tof

the

dist

rict e

xter

nal r

evie

w p

roce

ss.

-Exa

min

e th

e ru

bric

s us

ed in

a p

rogr

am re

view

. Con

side

r the

exi

stin

gso

urce

s an

d ev

iden

ce to

info

rm th

e ov

eral

l pro

gram

ass

essm

ent.

-Pro

gram

revi

ew te

am m

embe

rs m

eet p

erio

dica

lly to

iden

tify

appr

opria

teev

iden

ce a

nd c

alib

rate

evi

denc

e fo

r rat

ings

.

Prof

essi

onal

Lear

ning

12/0

1/20

1205

/31/

2013

$0N

o Fu

ndin

gR

equi

red

Adm

inis

tratio

n, A

ll st

aff

Activ

ity -

Prof

icie

nt W

ork

Activ

ity T

ype

Begi

n D

ate

End

Dat

eR

esou

rce

Assi

gned

Sour

ce O

fFu

ndin

gSt

aff

Res

pons

ible

Prof

icie

nt a

nd d

istin

guis

hed

wor

k w

ill be

dis

play

ed th

roug

hout

the

scho

ol in

clas

sroo

ms

and

halls

.D

irect

Inst

ruct

ion

08/0

1/20

1205

/31/

2013

$0N

o Fu

ndin

gR

equi

red

All s

taff

Com

preh

ensi

ve S

choo

l Im

prov

emen

t Pla

nW

arre

n C

entra

l Hig

h Sc

hool

SY 2

012-

2013

Page

22

© 2

013

Adva

ncED

ww

w.a

dvan

c-ed

.org

Goa

l 2: I

ncre

ase

the

aver

age

fres

hmen

gra

duat

ion

rate

from

76.

8% to

90%

by

2015

. St

rate

gy 1

: C

aree

r Rea

dine

ss P

athw

ay -

Stud

ents

are

col

lege

and

car

eer r

eady

whe

n th

ey h

ave

the

know

ledg

e, s

kills

, and

aca

dem

ic p

repa

ratio

n ne

eded

to e

nrol

l and

suc

ceed

inin

trodu

ctor

y co

llege

cre

dit-b

earin

g co

urse

s w

ithin

an

asso

ciat

e or

bac

helo

r lev

el d

egre

e pr

ogra

m w

ithou

t the

nee

d fo

r rem

edia

l cou

rses

. Stu

dent

s ne

ed th

ese

sam

eat

tribu

tes

and

leve

ls o

f ach

ieve

men

t to

ente

r and

suc

ceed

in p

ost-s

econ

dary

wor

kfor

ce e

duca

tion

prog

ram

s or

to o

btai

n a

job

that

offe

rs a

livi

ng w

age

and

the

chan

cefo

r car

eer a

dvan

cem

ent.

War

ren

Cen

tral H

igh

Scho

ol fa

culty

and

sta

ff w

ill re

sear

ch a

nd c

reat

e m

ore

oppo

rtuni

ties

for s

tude

nts

to b

ecom

e co

llege

and

/or c

aree

r rea

dy.

Res

earc

h C

ited:

Qua

lity

Cor

e Ac

tivity

- R

ead

180

and

Syst

ems

44Ac

tivity

Typ

eBe

gin

Dat

eEn

d D

ate

Res

ourc

eAs

sign

edSo

urce

Of

Fund

ing

Staf

fR

espo

nsib

leR

ead

180

and

Syst

ems

44 w

ill be

offe

red

for s

peci

fic s

tude

nts

base

d on

thei

r Lex

ile s

core

and

ava

ilabi

lity

of th

e cl

ass.

Acad

emic

Supp

ort

Prog

ram

01/0

1/20

1312

/31/

2013

$200

0Sc

hool

Cou

ncil

Fund

s,D

istri

ctFu

ndin

g

Engl

ish

teac

hers

,in

terv

entio

nsp

ecia

list,

spec

ial

educ

atio

nte

ache

rs,

adm

inis

tratio

n

Activ

ity -

Com

mon

Gra

mm

ar C

urric

ulum

Activ

ity T

ype

Begi

n D

ate

End

Dat

eR

esou

rce

Assi

gned

Sour

ce O

fFu

ndin

gSt

aff

Res

pons

ible

Engl

ish

cour

ses

will

utiliz

e a

com

mon

gra

mm

ar c

urric

ulum

and

asse

ssm

ents

to in

crea

se la

ngua

ge m

echa

nics

and

writ

ing

skills

for t

he re

alw

orld

, EPA

S as

sess

men

ts, a

nd K

-Pre

p.

Acad

emic

Supp

ort

Prog

ram

01/0

1/20

1312

/31/

2013

$0N

o Fu

ndin

gR

equi

red

Engl

ish

teac

hers

,in

terv

entio

nsp

ecia

list,

adm

inis

tratio

n

Mea

sura

ble

Obj

ectiv

e 1:

Col

labo

rate

to in

crea

se th

e av

erag

e fre

shm

en g

radu

atio

n ra

te fr

om 7

6.8%

to 7

8.6

by

05/3

1/20

13 a

s m

easu

red

by o

ur s

choo

l rep

ort c

ard

data

.

Activ

ity -

Col

lege

/Car

eer P

lann

ing

Activ

ity T

ype

Begi

n D

ate

End

Dat

eR

esou

rce

Assi

gned

Sour

ce O

fFu

ndin

gSt

aff

Res

pons

ible

War

ren

Cen

tral w

ill ho

st v

ario

us c

aree

r/col

lege

aw

aren

ess

activ

ities

that

will

prov

ide

stud

ents

key

info

rmat

ion

on a

dmis

sion

, FAF

SA, m

ilitar

y, a

ndem

ploy

men

t to

secu

re s

ucce

ssfu

l tra

nsiti

on.

Car

eer

Prep

arat

ion/

Orie

ntat

ion

01/0

1/20

1305

/31/

2013

$0N

o Fu

ndin

gR

equi

red

Gui

danc

e,Yo

uth

Serv

ice

Cen

ter

Activ

ity -

Car

eer R

eadi

ness

Pat

hway

Activ

ity T

ype

Begi

n D

ate

End

Dat

eR

esou

rce

Assi

gned

Sour

ce O

fFu

ndin

gSt

aff

Res

pons

ible

Com

preh

ensi

ve S

choo

l Im

prov

emen

t Pla

nW

arre

n C

entra

l Hig

h Sc

hool

SY 2

012-

2013

Page

23

© 2

013

Adva

ncED

ww

w.a

dvan

c-ed

.org

Stra

tegy

2:

Targ

eted

Inte

rven

tion

- RtI

stra

tegi

es w

ill be

impl

emen

ted

with

in th

e C

TE d

epar

tmen

t to

prep

are

stud

ents

for t

he K

OSS

A an

d in

dust

ry c

ertif

icat

ions

. Te

ache

rs w

illin

vest

igat

e an

d im

plem

ent a

n in

terv

entio

n m

odel

with

in th

eir c

onte

nt.

Stra

tegy

3:

Acad

emic

Adv

isin

g - T

he re

tent

ion

liter

atur

e ha

s lo

ng re

cogn

ized

aca

dem

ic a

dvis

ing

as o

ne o

f the

thre

e m

ost e

ffect

ive

stra

tegi

es, a

long

with

aca

dem

ic s

uppo

rt an

dor

ient

atio

n pr

ogra

ms,

for i

mpr

ovin

g st

uden

t suc

cess

. Te

ache

rs w

ill be

inst

ruct

ed o

n th

e im

porta

nce

of a

cade

mic

adv

isin

g an

d th

e be

nefit

s as

soci

ated

with

it.

Res

earc

h C

ited:

Fro

st, S

.H. â

Acad

emic

Adv

isin

g fo

r Stu

dent

Suc

cess

: A S

yste

m o

f Sha

red

Res

pons

ibilit

y,â

ASH

E-ER

IC H

ighe

r Edu

catio

n R

epor

t no.

3, W

ashi

ngto

n,D

.C.,

Geo

rge

Was

hing

ton

Uni

vers

ity, S

choo

l of E

duca

tion

and

Hum

an D

evel

opm

ent,

1991

.N

utt,

C.L

. âAc

adem

ic A

dvis

ing

and

Stud

ent R

eten

tion

and

Pers

iste

nce.

â N

ACAD

A C

lear

ingh

ouse

of A

cade

mic

Adv

isin

g R

esou

rces

web

site

, Sep

t. 1,

200

6.[h

ttp://

ww

w.n

acad

a.ks

u.ed

u/C

lear

ingh

ouse

/Adv

isin

gIss

ues/

Ret

entio

n.ht

m]

Goa

l 3: I

ncre

ase

the

perc

enta

ge o

f stu

dent

s w

ho a

re c

olle

ge a

nd c

aree

r rea

dy fr

om 4

2.7%

to64

.5%

by

2015

Adm

inis

tratio

n an

d gu

idan

ce w

ill ex

plor

e al

tern

ativ

es to

the

mas

ter

sche

dule

to in

crea

se o

ppor

tuni

ties

for s

tude

nts

to ta

ke c

aree

r cou

rses

and

beco

me

com

plet

ers.

Polic

y an

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dAd

min

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tion

and

guid

ance

Activ

ity -

KOSS

A Te

st P

rep

Activ

ity T

ype

Begi

n D

ate

End

Dat

eR

esou

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Assi

gned

Sour

ce O

fFu

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aff

Res

pons

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CTE

teac

hers

will

iden

tify

care

er m

ajor

com

plet

ers

and

prep

are

stud

ents

topa

rtici

pate

in th

e m

anda

ted

Kent

ucky

Occ

upat

iona

l Ski

lls S

tand

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ssm

ent.

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emic

Supp

ort

Prog

ram

01/0

1/20

1305

/31/

2013

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ndin

gR

equi

red

CTE

Dep

artm

ent

Activ

ity -

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re N

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catio

nAc

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ate

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sign

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ing

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fR

espo

nsib

leTe

ache

rs w

ill us

e In

finite

Cam

pus

to e

mai

l and

not

ify p

aren

ts a

nd s

tude

nts

of fa

iling

and

mis

sing

ass

ignm

ents

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rent

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lvem

ent

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/31/

2013

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ndin

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equi

red

all s

taff,

adm

inis

tratio

n

Mea

sura

ble

Obj

ectiv

e 1:

Col

labo

rate

to in

crea

se th

e pe

rcen

tage

of s

tude

nts

colle

ge a

nd c

aree

r rea

dy to

50.

3% b

y 05

/31/

2013

as

mea

sure

d by

our

sch

ool r

epor

t car

d da

ta.

Com

preh

ensi

ve S

choo

l Im

prov

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t Pla

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n C

entra

l Hig

h Sc

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SY 2

012-

2013

Page

24

© 2

013

Adva

ncED

ww

w.a

dvan

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.org

Stra

tegy

1:

Acce

lera

ted

Lear

ning

- O

ppor

tuni

ties

will

be c

reat

ed fo

r stu

dent

s sc

orin

g hi

gh o

n th

e EX

PLO

RE

AND

PLA

N to

pre

p fo

r ear

ly re

gist

ratio

n of

the

ACT.

R

esea

rch

Cite

d: St

rate

gy 2

: EP

AS P

rofe

ssio

nal D

evel

opm

ent -

Tea

cher

s w

ill be

trai

ned

on s

trate

gies

that

will

dire

ctly

impa

ct s

tude

nts'

abilit

y to

per

form

on

EPAS

ass

essm

ents

. Te

ache

rs w

ill ha

veth

e op

portu

nity

to c

reat

e fo

rmat

ive

asse

ssm

ents

and

bel

lring

ers

to a

ssis

t stu

dent

s w

ith h

igh

stak

es te

stin

g.

Stra

tegy

3:

Targ

eted

Inte

rven

tion

- Tea

cher

s w

ill be

trai

ned

on a

var

iety

of s

trate

gies

they

can

use

with

in th

eir c

lass

room

for i

nter

vent

ion

purp

oses

.

Activ

ity -

ACT

Coh

ort

Activ

ity T

ype

Begi

n D

ate

End

Dat

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esou

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Assi

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Sour

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9th

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sco

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in 8

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perc

entil

e or

hig

her o

n th

eEX

PLO

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and/

or P

LAN

will

be p

lace

d in

a tw

o m

onth

AC

T (A

chie

ving

and

Con

quer

ing

Toge

ther

) rot

atio

n gr

oup

to in

crea

se th

eir t

est t

akin

g st

rate

gies

and

acad

emic

ski

lls in

con

tent

are

as.

Acad

emic

Supp

ort

Prog

ram

10/0

1/20

1205

/31/

2013

$100

0Sc

hool

Cou

ncil

Fund

s

BAC

,G

uida

nce,

adm

inis

tratio

n

Activ

ity -

EPAS

Pro

fess

iona

l Dev

elop

men

tAc

tivity

Typ

eBe

gin

Dat

eEn

d D

ate

Res

ourc

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sign

edSo

urce

Of

Fund

ing

Staf

fR

espo

nsib

lePr

ofes

sion

al d

evel

opm

ent w

ill be

offe

red

to a

ll st

aff t

o in

crea

se th

eir

know

ledg

e of

EPA

S as

sess

men

ts a

nd h

ow to

impl

emen

t stra

tegi

es w

ithin

thei

r con

tent

to h

elp

prep

are

thei

r stu

dent

s fo

r suc

cess

on

such

asse

ssm

ents

.

Prof

essi

onal

Lear

ning

08/0

1/20

1205

/31/

2013

$100

0N

o Fu

ndin

gR

equi

red,

Scho

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ounc

ilFu

nds

Staf

f,ad

min

istra

tion

Activ

ity -

ASVA

B In

terv

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nAc

tivity

Typ

eBe

gin

Dat

eEn

d D

ate

Res

ourc

eAs

sign

edSo

urce

Of

Fund

ing

Staf

fR

espo

nsib

leId

entif

y an

d im

plem

ent r

emed

iatio

n st

rate

gies

for s

tude

nts

not m

eetin

gAS

VAB

benc

hmar

ks.

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emic

Supp

ort

Prog

ram

09/0

1/20

1205

/31/

2013

$0N

o Fu

ndin

gR

equi

red

BAC

,In

terv

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CTE

and

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TCte

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rs.

Activ

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Ana

lysi

s an

d Pl

anni

ngAc

tivity

Typ

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gin

Dat

eEn

d D

ate

Res

ourc

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sign

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urce

Of

Fund

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fR

espo

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Com

preh

ensi

ve S

choo

l Im

prov

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t Pla

nW

arre

n C

entra

l Hig

h Sc

hool

SY 2

012-

2013

Page

25

© 2

013

Adva

ncED

ww

w.a

dvan

c-ed

.org

Goa

l 4: I

ncre

ase

the

aver

age

com

bine

d re

adin

g an

d m

ath

prof

icie

ncy

ratin

gs fo

r all

stud

ents

inth

e no

n-du

plic

ated

gap

gro

up fr

om 3

1.3%

in 2

012

to 6

5.7%

in 2

017.

Stra

tegy

1:

Targ

eted

Inte

rven

tion

- Tea

cher

s w

ill be

trai

ned

on e

ffect

ive

inte

rven

tion

stra

tegi

es fo

r ESL

stu

dent

s.

Res

earc

h C

ited:

Qua

ilty

Cor

e tra

inin

gs a

nd a

rticl

es

Stra

tegy

2:

Best

Pra

ctic

e - T

each

ers

will

be tr

aine

d on

bes

t pra

ctic

es w

ithin

thei

r cla

ssro

om th

at w

ill ad

dres

s hi

gh ri

sk s

tude

nts.

Tea

cher

s w

ill be

mon

itore

d th

roug

h ob

serv

atio

n

War

ren

Cen

tral H

igh

Scho

ol w

ill re

view

EPA

S da

ta to

ana

lyze

gap

s in

inst

ruct

iona

l pro

gram

min

g fo

r stu

dent

s.

- Sch

ool l

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p w

ill ru

n th

e Pe

rsis

tenc

e to

Gra

duat

ion

Tool

from

IC to

dete

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e w

hich

stu

dent

s ar

e at

risk

of n

ot m

eetin

g ac

adem

ic b

ench

mar

ksor

in n

eed

of a

dditi

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sup

ports

.-A

naly

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ll EP

AS d

ata

to d

eter

min

e op

tions

for t

arge

ted

inte

rven

tions

-Iden

tify

staf

fing

need

s fo

r int

erve

ntio

ns a

nd d

evel

op a

pla

n fo

rim

plem

enta

tion

-Inte

grat

e th

e tra

nsiti

onal

cou

rse

curri

culu

m in

to s

enio

r lev

el m

ath

and

Engl

ish

curri

culu

m

Polic

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Fund

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terv

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nsp

ecia

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adm

inis

tratio

n, g

uida

nce,

teac

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Activ

ity -

Epre

p/Pr

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rogr

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Activ

ity T

ype

Begi

n D

ate

End

Dat

eR

esou

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Assi

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ce O

fFu

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Res

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All j

unio

rs a

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ho h

ave

not m

et A

CT

benc

hmar

ks w

ill ha

veac

cess

to E

prep

. Te

ache

rs w

ill be

trai

ned

on h

ow to

util

ize

the

reso

urce

sav

aila

ble

on E

prep

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Acad

emic

Supp

ort

Prog

ram

09/0

1/20

1205

/31/

2013

$150

0N

o Fu

ndin

gR

equi

red,

Scho

olC

ounc

ilFu

nds

Staf

f,ad

min

istra

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Mea

sura

ble

Obj

ectiv

e 1:

Col

labo

rate

to in

crea

se th

e av

erag

e co

mbi

ned

read

ing

and

mat

h pr

ofic

ienc

y ra

tings

in th

e no

n-du

plic

ated

gap

gro

up fr

om 3

1.3%

to 3

8.2%

by

05/3

1/20

13 a

s m

easu

red

by th

e 20

13 S

choo

l Rep

ort C

ard.

Activ

ity -

ESL

Inte

rven

tion

Activ

ity T

ype

Begi

n D

ate

End

Dat

eR

esou

rce

Assi

gned

Sour

ce O

fFu

ndin

gSt

aff

Res

pons

ible

Teac

hers

will

iden

tify

and

impl

emen

t int

erve

ntio

ns fo

r ESL

stu

dent

s'de

ficits

/nee

ds.

Acad

emic

Supp

ort

Prog

ram

01/0

1/20

1305

/31/

2013

$0N

o Fu

ndin

gR

equi

red

ESL

teac

hers

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LAte

ache

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llabo

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Dis

trict

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preh

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ve S

choo

l Im

prov

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t Pla

nW

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hool

SY 2

012-

2013

Page

26

© 2

013

Adva

ncED

ww

w.a

dvan

c-ed

.org

and

will

prov

ide

evid

ence

of l

earn

ing

stra

tegi

es w

ithin

thei

r les

son

plan

s.

Res

earc

h C

ited:

Adv

ance

Ed:

"Who

is R

espo

nsib

le fo

r Stu

dent

Suc

cess

?"

Activ

ity -

Red

ucin

g th

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apAc

tivity

Typ

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gin

Dat

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d D

ate

Res

ourc

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sign

edSo

urce

Of

Fund

ing

Staf

fR

espo

nsib

leW

arre

n C

entra

l Hig

h Sc

hool

will

do th

e fo

llow

ing

to a

ssis

t with

gap

s in

the

area

s of

ESL

and

Fre

e/R

educ

ed L

unch

gro

ups:

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lyze

stu

dent

ach

ieve

men

t by

gap

grou

ps, r

elat

ive

to s

tate

, dis

trict

, and

scho

ol a

sses

smen

t sys

tem

s (K

PREP

, EPA

S).

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ign

a pl

an tr

aini

ng fo

r Tie

r 1 (c

ore

inst

ruct

ion)

that

util

izes

PLC

s,di

agno

stic

revi

ew, c

lass

room

form

ativ

e an

d su

mm

ativ

e as

sess

men

t dat

aan

alys

is, a

nd d

iffer

entia

ted

inst

ruct

ion

for a

lear

ner c

entri

c ap

proa

ch.

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elop

men

t of a

ban

k of

diff

eren

tiate

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stru

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ract

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tify

non-

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itive

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a su

ch a

s at

tend

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avio

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d re

tent

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tify

the

assi

gnm

ent o

f sta

ff (s

treng

ths)

to b

est s

erve

the

need

s of

our

stud

ents

Polic

y an

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oces

s01

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2013

05/3

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Fund

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Req

uire

dad

min

istra

tion

, gui

danc

e,in

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entio

nsp

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curri

culu

mte

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hers

Com

preh

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ve S

choo

l Im

prov

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nW

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entra

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hool

SY 2

012-

2013

Page

27

© 2

013

Adva

ncED

ww

w.a

dvan

c-ed

.org

Act

ivity

Sum

mar

y by

Fun

ding

Sou

rce

Bel

ow is

a b

reak

dow

n of

you

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iviti

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urce

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Fund

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Activ

ity N

ame

Activ

ity D

escr

iptio

nAc

tivity

Typ

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gin

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d D

ate

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aff

Res

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EPAS

Ana

lysi

s an

d Pl

anni

ngW

arre

n C

entra

l Hig

h Sc

hool

will

revi

ew E

PAS

data

toan

alyz

e ga

ps in

inst

ruct

iona

l pro

gram

min

g fo

r stu

dent

s.

- Sch

ool l

eade

rshi

p w

ill ru

n th

e Pe

rsis

tenc

e to

Gra

duat

ion

Tool

from

IC to

det

erm

ine

whi

ch s

tude

nts

are

at ri

sk o

f not

mee

ting

acad

emic

ben

chm

arks

or i

n ne

ed o

f add

ition

alsu

ppor

ts.

-Ana

lyze

all

EPAS

dat

a to

det

erm

ine

optio

ns fo

r tar

gete

din

terv

entio

ns-Id

entif

y st

affin

g ne

eds

for i

nter

vent

ions

and

dev

elop

a p

lan

for i

mpl

emen

tatio

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ate

the

trans

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al c

ours

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rricu

lum

into

sen

ior l

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mat

h an

d En

glis

h cu

rricu

lum

Polic

y an

dPr

oces

s01

/01/

2013

05/3

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Inte

rven

tion

spec

ialis

t,ad

min

istra

tion

, gui

danc

e,te

ache

rs

ESL

Inte

rven

tion

Teac

hers

will

iden

tify

and

impl

emen

t int

erve

ntio

ns fo

r ESL

stud

ents

' def

icits

/nee

ds.

Acad

emic

Supp

ort

Prog

ram

01/0

1/20

1305

/31/

2013

$0ES

L te

ache

rs,

GLA

teac

hers

, ESL

colla

bora

ting

teac

hers

,D

istri

ctC

omm

on G

ram

mar

Cur

ricul

umEn

glis

h co

urse

s w

ill ut

ilize

a co

mm

on g

ram

mar

cur

ricul

uman

d as

sess

men

ts to

incr

ease

lang

uage

mec

hani

cs a

ndw

ritin

g sk

ills fo

r the

real

wor

ld, E

PAS

asse

ssm

ents

, and

K-

Prep

.

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emic

Supp

ort

Prog

ram

01/0

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1312

/31/

2013

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glis

hte

ache

rs,

inte

rven

tion

spec

ialis

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terv

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plem

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rate

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for s

tude

nts

not m

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g AS

VAB

benc

hmar

ks.

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emic

Supp

ort

Prog

ram

09/0

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1205

/31/

2013

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C,

Inte

rven

tion

Spec

ialis

t,C

TE a

ndJR

OTC

teac

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aree

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dine

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athw

ayAd

min

istra

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and

guid

ance

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expl

ore

alte

rnat

ives

to th

em

aste

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Page

34

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ncED

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Goa

l 1: I

ncre

ase

the

aver

age

com

bine

d re

adin

g an

d m

ath

prof

icie

ncy

ratin

gs fo

r all

stud

ents

inth

e no

n-du

plic

ated

gap

gro

up fr

om 3

1.3%

in 2

012

to 6

5.7%

in 2

017.

Stra

tegy

1:

Targ

eted

Inte

rven

tion

- Tea

cher

s w

ill be

trai

ned

on e

ffect

ive

inte

rven

tion

stra

tegi

es fo

r ESL

stu

dent

s.

Res

earc

h C

ited:

Qua

ilty

Cor

e tra

inin

gs a

nd a

rticl

es

Stra

tegy

2:

Best

Pra

ctic

e - T

each

ers

will

be tr

aine

d on

bes

t pra

ctic

es w

ithin

thei

r cla

ssro

om th

at w

ill ad

dres

s hi

gh ri

sk s

tude

nts.

Tea

cher

s w

ill be

mon

itore

d th

roug

h ob

serv

atio

nan

d w

ill pr

ovid

e ev

iden

ce o

f lea

rnin

g st

rate

gies

with

in th

eir l

esso

n pl

ans.

R

esea

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dvan

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d: "W

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pons

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tude

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sura

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Obj

ectiv

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Col

labo

rate

to in

crea

se th

e av

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read

ing

and

mat

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ofic

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up fr

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ype

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ntio

ns fo

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Red

ucin

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apAc

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Typ

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d D

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Res

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urce

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ing

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n C

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h Sc

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e fo

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ssis

t with

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area

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ESL

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e/R

educ

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lyze

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dent

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ieve

men

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elat

ive

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tate

, dis

trict

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scho

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t sys

tem

s (K

PREP

, EPA

S).

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an tr

aini

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inst

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agno

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mm

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alys

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ruct

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Act

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AS).

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Ove

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ww

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Goa

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umm

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The

follo

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umm

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als

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mpa

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The

det

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ach

goal

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ava

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the

next

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#G

oal N

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Goa

l Det

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Goa

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eM

easu

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bjec

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ding

1In

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tegi

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ities

: 4

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aniz

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Col

labo

rate

to in

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39

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w.a

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Goa

l 1: I

ncre

ase

the

aver

age

fres

hmen

gra

duat

ion

rate

from

76.

8% to

90%

by

2015

. St

rate

gy 1

: C

aree

r Rea

dine

ss P

athw

ay -

Stud

ents

are

col

lege

and

car

eer r

eady

whe

n th

ey h

ave

the

know

ledg

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kills

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aca

dem

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repa

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nrol

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trodu

ctor

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cre

dit-b

earin

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ithin

an

asso

ciat

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bac

helo

r lev

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egre

e pr

ogra

m w

ithou

t the

nee

d fo

r rem

edia

l cou

rses

. Stu

dent

s ne

ed th

ese

sam

eat

tribu

tes

and

leve

ls o

f ach

ieve

men

t to

ente

r and

suc

ceed

in p

ost-s

econ

dary

wor

kfor

ce e

duca

tion

prog

ram

s or

to o

btai

n a

job

that

offe

rs a

livi

ng w

age

and

the

chan

cefo

r car

eer a

dvan

cem

ent.

War

ren

Cen

tral H

igh

Scho

ol fa

culty

and

sta

ff w

ill re

sear

ch a

nd c

reat

e m

ore

oppo

rtuni

ties

for s

tude

nts

to b

ecom

e co

llege

and

/or c

aree

r rea

dy.

Res

earc

h C

ited:

Qua

lity

Cor

e St

rate

gy 2

: Ac

adem

ic A

dvis

ing

- The

rete

ntio

n lit

erat

ure

has

long

reco

gniz

ed a

cade

mic

adv

isin

g as

one

of t

he th

ree

mos

t effe

ctiv

e st

rate

gies

, alo

ng w

ith a

cade

mic

sup

port

and

orie

ntat

ion

prog

ram

s, fo

r im

prov

ing

stud

ent s

ucce

ss.

Teac

hers

will

be in

stru

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on

the

impo

rtanc

e of

aca

dem

ic a

dvis

ing

and

the

bene

fits

asso

ciat

ed w

ith it

. R

esea

rch

Cite

d: F

rost

, S.H

. âAc

adem

ic A

dvis

ing

for S

tude

nt S

ucce

ss: A

Sys

tem

of S

hare

d R

espo

nsib

ility,

â AS

HE-

ERIC

Hig

her E

duca

tion

Rep

ort n

o. 3

, Was

hing

ton,

D.C

., G

eorg

e W

ashi

ngto

n U

nive

rsity

, Sch

ool o

f Edu

catio

n an

d H

uman

Dev

elop

men

t, 19

91.

Nut

t, C

.L. â

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emic

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isin

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d St

uden

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entio

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d Pe

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tenc

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ADA

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arin

ghou

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f Aca

dem

ic A

dvis

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Res

ourc

es w

eb s

ite, S

ept.

1, 2

006.

[http

://w

ww

.nac

ada.

ksu.

edu/

Cle

arin

ghou

se/A

dvis

ingI

ssue

s/R

eten

tion.

htm

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Act

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Ove

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ctic

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Writ

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Our

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addr

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each

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e co

mpo

nent

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ts a

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uman

ities

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ntly

our

sch

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s in

vest

igat

ing

alte

rnat

ive

sche

dule

s to

incr

ease

the

num

ber o

f cla

sses

in th

e ar

ts.

We

wan

t to

mak

e m

ore

cour

ses

avai

labl

e to

our

stu

dent

s to

exp

lore

the

arts

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e de

eply

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e pa

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choi

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n th

eir p

ract

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livi

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nd c

aree

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dies

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ptio

ns b

eing

con

side

red

are

offe

ring

cour

ses

ever

y ot

her y

ear,

look

ing

into

cou

rses

that

mor

eac

adem

ical

ly in

clin

ed s

tude

nts

wou

ld li

ke to

take

, and

how

to c

reat

e a

sche

dule

that

allo

ws

stud

ents

to ta

ke m

ore

elec

tive

cour

ses

in th

eir c

aree

r maj

or.

Pra

ctic

alliv

ing

and

care

er s

tudi

es a

re a

lso

findi

ng c

reat

ive

way

s to

pre

pare

stu

dent

s fo

r suc

cess

on

KOSS

A ex

ams.

W

ritin

g: C

urre

ntly

our

Eng

lish

depa

rtmen

t is

crea

ting

a sc

hool

wid

e on

-dem

and

writ

ing

plan

. In

clud

ed in

the

plan

is a

tim

elin

e fo

r the

use

of w

ritin

g pr

ompt

s in

eac

hle

vel o

f cor

e co

urse

s. T

he d

epar

tmen

t is

incl

udin

g re

sour

ces

for t

each

ers

and

sugg

estio

ns o

f how

on-

dem

and

prom

pts

coul

d be

use

d in

cor

e cl

asse

s. T

he E

nglis

hde

partm

ent h

as a

lso

crea

ted

a co

mm

on g

ram

mar

cur

ricul

um b

eing

util

ized

in e

very

Eng

lish

cour

se.

The

depa

rtmen

t is

curre

ntly

cre

atin

g co

mm

on g

ram

mar

form

ativ

ean

d su

mm

ativ

e as

sess

men

ts.

Teac

hers

in th

e de

partm

ent w

ill be

ana

lyzi

ng th

e as

sess

men

t dat

a, id

entif

ying

stu

dent

s' in

stru

ctio

nal n

eeds

, and

mak

ing

plan

s fo

rdi

ffere

ntia

ted

inst

ruct

ion

in th

eir c

lass

room

for m

aste

ry le

arni

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ren

Cen

tral H

igh

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as p

rovi

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prof

essi

onal

dev

elop

men

t in

liter

acy

stra

tegi

es fo

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pas

t 3 y

ears

. Te

ache

rs a

re le

arni

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ow to

inco

rpor

ate

liter

acy

stra

tegi

es w

ithin

thei

r con

tent

. A

wal

k th

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men

t is

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Prog

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Goa

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by

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Obj

ectiv

es: 1

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es: 3

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ities

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46

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Adva

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Goa

l 1: I

ncre

ase

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aver

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ath

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Stra

tegy

1:

Cur

ricul

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sses

smen

t and

Alig

nmen

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urric

ulum

alig

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bec

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an in

crea

sing

ly im

porta

nt p

art o

f cur

ricul

um a

nd d

evel

opm

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n pu

blic

sch

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ricul

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ignm

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ricul

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appi

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nsur

es s

choo

ls a

re in

-line

with

requ

irem

ents

set

forth

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the

natio

nal a

nd s

tate

gov

ernm

ents

as

wel

l as

to im

prov

e te

achi

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etho

dsby

incr

easi

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omm

unic

atio

n am

ong

educ

ator

s. Te

ache

r tra

inin

g w

ill en

com

pass

pro

per a

lignm

ent o

f sta

ndar

ds; h

ow to

writ

e as

sess

men

ts a

ligne

d to

the

new

sta

ndar

ds; h

ow to

diff

eren

tiate

inst

ruct

ion

base

d on

stud

ent f

orm

ativ

e as

sess

men

ts;

Teac

hers

will

be m

onito

red

for f

idel

ity th

roug

hout

the

proc

ess.

R

esea

rch

Cite

d: P

ears

on A

sses

smen

t Rep

ort

Qua

lity

Cor

e

Stra

tegy

2:

Prog

ram

Rev

iew

- Te

ache

rs w

ill co

ntin

ue to

be

upda

ted

on im

plem

enta

tion

of a

rts a

nd h

uman

ities

/PL

in th

eir i

nstru

ctio

n, d

eplo

yed,

and

pro

vide

evi

denc

e th

at w

ill be

mon

itore

d fo

r fid

elity

.

Mea

sura

ble

Obj

ectiv

e 1:

Col

labo

rate

to in

crea

se th

e av

erag

ed c

ombi

ned

read

ing

and

mat

h K-

Prep

sco

res

to 4

1.9%

by

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red

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Activ

ity -

Teac

her T

rain

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on E

ffect

ive

PLC

sAc

tivity

Typ

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gin

Dat

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d D

ate

Res

ourc

eAs

sign

edSo

urce

Of

Fund

ing

Staf

fR

espo

nsib

leTe

ache

rs w

ill be

trai

ned

on h

ow to

col

labo

rate

in e

ffect

ive

PLC

s. T

each

ers

will

mee

t wee

kly

in th

eir P

LCs

and

crea

te c

omm

on fo

rmat

ive

and

sum

mat

ive

asse

ssm

ents

, ana

lyze

stu

dent

test

dat

a, d

evel

op d

iffer

entia

ted

inst

ruct

iona

l stra

tegi

es to

mee

t the

nee

ds o

f the

ir st

uden

ts.

Prof

essi

onal

Lear

ning

01/1

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1305

/31/

2014

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hool

Cou

ncil

Fund

s

Prin

cipa

l,cu

rricu

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ity -

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essi

onal

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rnin

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tivity

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ourc

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47

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Stra

tegy

3:

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racy

Stra

tegi

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Res

earc

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ows

that

teac

her i

nteg

ratio

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lite

racy

-rela

ted

inst

ruct

iona

l stra

tegi

es fa

cilit

ates

stu

dent

lear

ning

acr

oss

all c

onte

nt a

reas

. With

the

use

of c

onte

nt-s

peci

fic in

form

atio

n, it

is th

roug

h th

e lit

erac

y sk

ills o

f rea

ding

, writ

ing,

list

enin

g, s

peak

ing,

vie

win

g an

d pr

esen

ting

that

stu

dent

s ac

quire

and

reta

in c

onte

ntkn

owle

dge

and

cont

ent-s

peci

fic a

bilit

ies.

Teac

hers

will

cont

inue

trai

ning

on

how

to in

corp

orat

e lit

erac

y st

rate

gies

with

in th

eir c

onte

nt.

Teac

hers

will

be m

onito

red

thro

ugh

obse

rvat

ions

and

stu

dent

wor

ksa

mpl

es fo

r fid

elity

. R

esea

rch

Cite

d: H

inso

n, 2

000;

Rea

denc

e, M

oore

, Ric

kelm

an, 2

000;

Mar

zann

o, 2

001

Stra

tegy

4:

Cur

ricul

um A

sses

smen

t and

Alig

nmen

t - E

nglis

h te

ache

rs w

ill be

trai

ned

on s

tand

ards

, ver

tical

alig

nmen

t, an

d as

sess

men

t, de

ploy

ed, a

nd m

onito

red

for f

idel

ity.

Res

earc

h C

ited:

Qua

lity

Cor

e

Goa

l 2: I

ncre

ase

the

aver

age

fres

hmen

gra

duat

ion

rate

from

76.

8% to

90%

by

2015

. -P

rovi

de in

form

atio

n to

teac

hers

abo

ut th

e pu

rpos

e an

d pr

oces

s of

the

revi

ew. E

mph

asiz

e th

e im

porta

nt ro

le o

f the

teac

her i

n im

plem

entin

g hi

ghqu

ality

inst

ruct

iona

l pro

gram

s.-In

form

sta

ff of

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expe

ctat

ions

and

pro

cedu

res

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efin

ed b

y th

e di

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dist

rict e

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nal r

evie

w p

roce

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min

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ed in

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rogr

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. Con

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exi

stin

gso

urce

s an

d ev

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ce to

info

rm th

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l pro

gram

ass

essm

ent.

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gram

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am m

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rs m

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lly to

iden

tify

appr

opria

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ce a

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ssm

ents

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ngua

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Stra

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Adv

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atur

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ibilit

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ASH

E-ER

IC H

ighe

r Edu

catio

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epor

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3, W

ashi

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.C.,

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rge

Was

hing

ton

Uni

vers

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an D

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1991

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utt,

C.L

. âAc

adem

ic A

dvis

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â N

ACAD

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teac

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ttp://

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Teac

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rew

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ispl

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prop

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vior

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lass

room

. R

esea

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Cite

d: U

.S. D

epar

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duca

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(20

00).

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lyin

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sitiv

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havi

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sup

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in s

choo

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wen

ty-s

econ

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nual

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ort t

o C

ongr

ess

on th

eIm

plem

enta

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of th

e In

divi

dual

s w

ith D

isab

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Was

hing

ton,

D.C

.: Au

thor

.W

alke

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. Col

vin,

G.,

& R

amse

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. (19

95).

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ocia

l beh

avio

r in

publ

ic s

choo

l: St

rate

gies

and

bes

t pra

ctic

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rove

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sura

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on h

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labo

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s. T

each

ers

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t wee

kly

in th

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and

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mee

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nee

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Heu

man

n, J

., &

War

lick,

K. (

2001

). Pr

even

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& th

e ID

EA d

isci

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ions

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uide

for s

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inis

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Avai

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ww

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age

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ion

rate

from

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90%

by

2015

. St

rate

gy 1

: C

aree

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dine

ss P

athw

ay -

Stud

ents

are

col

lege

and

car

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eady

whe

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know

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nee

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ente

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Act

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ache

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Posi

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