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CROWN POINT HIGH SCHOOL 1500 South Main Street

Crown Point, Indiana 46307 (Tele. 219.663.4885 Fax 219.662.5661 Email [email protected])

School Improvement Plan

September 2012

2

School Improvement Team

Chairperson Deborah Cuffia Assistant Principal School Improvement Team Mark Gianfermi Assistant Principal Russ Marcinek Dean of Students Carole Lambersie Math Teacher Jonathan Haas Math Teacher Tammy Keilman Science Teacher Michael Bazin Social Studies Teacher Kelly Bonich English Teacher Vince Bautters English Teacher Kassandra Loudermilk English Teacher Virginia Zega FACS Teacher Parents Lisa Aultman Community Member Paul Perrin

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TABLE OF CONTENTS

1. Introduction

2. Statement of Vision, Mission, and Beliefs

3. Description of Students

4. Student Performance Data

5. School Data

6. Family and Community Data

7. Conclusions

8. School Improvement Action Plan

9. Professional Development Plan

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INTRODUCTION THE CITY OF CROWN POINT

A rapidly growing suburban community of approximately 27,317 (according to the

2010 Census), Crown Point, Indiana, is located less than one hour southeast of

Chicago, Illinois. Anchored by the old Lake County Courthouse built in 1878, the steadily

growing city features something for everyone: eighteen parks with hiking trails and

playgrounds; the Lake County Fairgrounds, which is the home of the Lake County Fair in

August; St. Anthony’s Hospital, which includes a state-of-the-art cancer center and

cardiology facility; the Crown Point Historical District with elegant homes and the old

Lake County Jail; twenty churches of various denominations; and a blend of rural areas

and varied residential housing. According to the 2010 census, only 3.2% of the families

who reside in Crown Point are below the poverty line while 75.7% of the residents have

lived in the same home for at least five years which adds to the stability of the

community. In addition, placing a high value on education, only 8.8% of the adults have

less than a high school education while only 3.6% of the residents are single parent

families. In addition, in May of 2011, the Crown Point residents validated the strong

school district by overwhelmingly passing a tax referendum. Voted the best place to live

in Northwest Indiana in 2012, new housing construction is still steady and averages

more than $250,000 per home, even in a difficult economy. As one can see, quality

schools in Crown Point have made it a desirable and attractive residential community for

families.

CROWN POINT HIGH SCHOOL

OVERVIEW

Growth in the city of Crown Point has been steady since the opening of the new

Crown Point High School in the fall of 2003. Along with the community embracing the

facility and its educational and extracurricular programs, the current facility, featured in

American School and University Architectural Portfolio as an outstanding High School

Design, underwent an expansion in the fall of 2009 to include an academic wing on the

northeast corner of the building along with a cafeteria extension, increasing the school’s

capacity to 3,000 students. The twelfth largest high school in Indiana, CPHS has grown

over 100 students each year since its opening and now services over 2500 students

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from grades nine through twelve and employs approximately 115 full time faculty who

actively participate in many state and national organizations in addition to coaching and

sponsoring clubs and organizations. Six elementary schools and two middle schools

feed into the student population along with several local parochial schools. The two

middle schools, Taft and Wheeler, primarily contribute to Crown Point High School’s

student body. The passing of the referendum in May of 2011 validated the importance

of the Crown Point Community School Corporation in the eyes of the community and

ensured the continuation of quality programs and staff at CPHS.

EDUCATIONAL PROGRAM

With a certified staff of 115 in the fall of 2011, Crown Point High School

academically functions on a traditional schedule with a fast-paced, intense seven period

day. Systemically adhering to the rigorous academic standards outlined by the Indiana

Department of Education, the learning community is organized into twelve departments

led by department chairpersons: art, business, English, family and consumer science,

industrial technology, math, fine arts, physical education, science, social studies, special

needs, and world languages. Academically, courses range in level of difficulty from basic

levels to advanced placement and college dual credit. CPHS also offers an extensive

music and theater program to its students as well as over fifty clubs and organizations.

Each course in each department not only applies state academic and college and career

readiness standards during daily instruction; but nine weeks’ and formative

assessments, which have been collaboratively written by teachers of the same courses,

measure student performance on course-based standards. Loosely patterned after the

understanding by design concept, these nine weeks’ assessments ensure students the

same curriculum regardless of instructor and are used as one measure to gauge student

achievement and program effectiveness.

Furthermore, several systemic programming changes contribute to student

performance. First, zero period from 7:00-7:25 a.m. four days per week is where

students receive help from teachers for remediation, enrichment, homework

assignments, and other additional help in addition to their 50 minute class periods. Next,

Response to Intervention has been added for struggling students. As well as targeted

skill development in selected core classes, these students are scheduled into a

prescribed study hall facilitated by academic advisors who work with individual student’s

organization, study skills, and academic progress. Furthermore, ECA remediation

classes in algebra and English 10 as well as an algebra re-start class and Read 180

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have also been developed. In addition, the Engage summer school program for

struggling incoming freshman, a newly developed program, helps students acclimate to

the demands of a fast-paced comprehensive high school with rigorous expectations. To

further differentiate instruction and interest, online and blended learning are being

implemented to increase student options and personalization of learning. Lastly,

department and course-based Professional Learning Communities create and analyze

formative assessment data in order to change instruction to increase student learning.

To further the mission of CPHS, the website has been upgraded and enhanced.

Each faculty member posts course syllabi and expectations as well as distributing them

to students at the beginning of the semester. These curriculum maps are also located in

the administrative offices in addition to being posted online at the CPHS website.

Supplementing the detailed syllabi is a Course Descriptions Guide created by the

Guidance Department. The guide offers a brief overview of all courses at the high

school. The high school’s easily accessed assessments, curriculum guides, and course

descriptions create a potential network for both vertical and horizontal articulation

between departments and with other schools in the district. They also aid parents in

understanding their children’s courses along with the expectations and demands for

each.

A principal along with a freshman principal, two assistant principals, two deans,

four guidance counselors, one home-school facilitator, 115 faculty members, a visible

parent group, a committed team of paraprofessionals, and an efficient support staff form

a learning community that facilitates educational objectives for the 2500 plus student

body. In conclusion, Crown Point High School is deserving of recognition in the state as

a Washington Post 2011 ACT college readiness research site and the first ACT lab

school in the country.

ADDITIONAL SERVICES

Several departments include additional services for the school’s stakeholders:

Even without a licensed media specialist, the Media Center and its staff facilitate

educational goals on a daily basis: sixty computers equipped with Internet

capabilities, Microsoft Office, and presentation software; areas for small group

and large group instruction, research, and presentation; an after school book

club; numerous resources for research; and helpful media personnel. Media

Center hours extend beyond the regular school day to accommodate student

needs.

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The Guidance Department with Gold Star status provides a variety of services to

help each student reach his/her potential: personal, educational, and career

counseling; a student resource room; vocational and college testing and

scholarship information; information on tutoring services, etc.

The audio-visual and tech support departments maintain the technology

equipment throughout the building: internet access through laptop or desktop

classroom computers in portable wireless labs and dedicated stationary labs;

email; Computer Assisted Design (CAD) labs; faculty and administrative

productivity tools for attendance, grades, and student data; BrainHoney, the

learning management system, and the CPHS web site. The graphic imaging

classes also produce many of the printed brochures, programs, and signs that

are used throughout the building.

In addition to advanced computer technology, digital and online curriculum, and

the learning management system BrainHoney, the high school has a wide array

of multimedia tools including classrooms equipped with a multimedia cabinet

containing a VCR, DVD player, and large screen TV/monitor that is computer

ready; LCD projectors; smart boards, a state-of-the-art television and recording

studio; monitors throughout the building that display essential information and

relate student accomplishments; a video security system to monitor the interior

and exterior of the building; and indoor and outdoor athletic technology which

features advanced timing, scoreboard and audio systems. In addition, the school

also informs and celebrates its stakeholders through Alert Now, a weekly

automated phone call to each student household, the nationally ranked school

newspaper The Inklings, the yearbook Excalibur, the athletic newsletter Dog

Tales, and the literary magazine Windfall.

Although only a small, formal high school graduate survey exists (which needs to be

redesigned and expanded to all members of each year’s graduating class), feedback

from graduates reinforces the positive educational experience at the high school.

SCHOOL IMPROVEMENT GOAL

The 2010-2011 school improvement goal was as follows: Through application of Bloom’s

taxonomy and implementation of critical reading and research skills, students will improve

their critical thinking abilities across the curriculum. However, the 2011 goal and beyond

takes a slightly different focus:

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Increasing college and workplace readiness

with a rigorous focus on content literacy

Curriculum maps had already been written with power standards in most courses

developed to align with college and workplace readiness standards, learning and

performance objectives written to target Norman Webb’s depth of knowledge pyramid,

authentic assessments, and relevant questions implemented to spark student interest to

embrace critical thinking in all areas. In addition, ongoing training in Marzano’s High Impact

Teaching Strategies and Project CRISS has given teachers additional tools to engage

students and increase learning. In fact, well over 90% of teachers have trained in Project

CRISS (Creating Independence Through Student-Owned Strategies). Furthermore, through

project-based learning experiences that encourage research, teachers have varied their

approaches to develop critical thinking abilities.

COMPREHENSIVE ASSESSMENT SYSTEM

To assess school effectiveness and measure student growth and skill development

in critical thinking, several assessments are regularly used in addition to the end-of-

course assessments in algebra and English 10. They include the following:

ACT’s Explore and Plan are regularly administered. Upon receiving the results,

an item analysis determines skill gaps in each of the four subject area tests of

reading, English, math, and science. Beginning in the fall of 2010 and continuing

to 2011-2012, departments targeted the identified skill gaps to improve teaching

and learning, created and analyzed the results of formative assessments, applied

applicable instructional strategies to the targeted skills, and determined growth

and next steps.

PSAT, SAT, Core 40 End-of-Course Assessments in algebra and English 10,

and Advanced Placement results are also used as indicators of growth in student

learning especially in critical skill areas: critical reading, writing, and problem

solving.

ACT’s Quality Core curriculum and assessments have also been piloted to

further engage students in higher level learning.

Nine weeks’ course based assessments (called Ubd’s) that include the indicators

for each of the academic standards in a curricular area measure student learning

in all curricular areas at each grade level.

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Section 2: Statement of Vision, Mission, and Beliefs

Crown Point High School

The Vision for Learning

With a student focus on rigor, relevance, and relationships, CPHS’s vision is based

on preparing students for the competitive and global world of the 21st century. Proven

traditional techniques in addition to experiential learning connect students to the real

world. In the process, communication and relationships with community stakeholders

help align expectations and create a dynamic, adaptable environment which trumpets

recognition, hard work, and success for student learning. To foster moral and ethical

citizens, students are guided on 6 C pathways that give them the support they need to

succeed. Last of all, college and business partnerships engage students to take

ownership in their learning and help them engage in stronger tools to manage their

career goals. Crown Point High School’s programming is organized into three distinct areas:

Engage (freshman transitions), Experience (21st Century Learning) and Excel (College

and Career Programming).

Engage (freshman transitions): Incoming students engage in a whole school

culture that supports their social, personal, and academic growth. Strategies include the

following:

Parent and student orientations

ACT formative and summative assessments and reports

Core academic skill development along with individualized math and

reading acceleration and remediation

Project-based learning

Extra- and Co-curricular recruitment and rush activities

Career exploration and college planning and admissions

Experience (21st Century Learning): Students experience rigorous and relevant

programs that utilize emerging technologies to develop critical thinking for a competitive

global world. Programs and strategies include the following:

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ACT College and Workforce Readiness Standards (along with the

introduction of the Quality Core standards and curriculum)

ACT Formative and Summative Assessments and Reports

Blended and Fully Online Instructional Models

Digital Skill Development Programs and digital credit recovery programs

Professional Learning Communities (PLC)

Project-based Learning (PBL)

High Impact Teaching Strategies (HITS) and Project CRISS

Excel (College and Career Programming): In addition to nineteen advanced

placement classes, thirty-four dual credit courses offered through Purdue Calumet,

Indiana University Northwest, and Ivy Tech accelerate students into post-secondary

education while appealing to the interests and needs of the large student body. College

and career programs and strategies encompass the following:

Advanced Placement courses

Dual credit courses

Industry certifications

Internships and job placement services

Community service projects

2011-2012 Mission Statement

Creating Possibilities Ensuring Success Inspiring Character

Our promise to help all CPHS students achieve beyond their potential

Dr. Eric Ban, the building leader from 2008-2012, organized a mission team of

stakeholders to research contemporary mission statements including league school

mission statements and the top ten schools in the country. The draft of the mission

statement which embraced a youthful spirit was emailed to the faculty for feedback and

suggestions. Even one of the students of a committee member suggested the

substitution of the word “beyond” because CPHS students see no limits. Multiple

stakeholders with the input of the faculty created Crown Point’s new mission.

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Values

College, Career, Citizenship, Creativity, Courage, Culture

Crown Point High School’s beliefs center on the core values of the six C’s of

College, Career, Citizenship, Creativity, Courage, and Culture. The 6 C’s provide

students an opportunity and purpose to connect with all facets of Crown Point High

School as well as being focused on important societal attributes.

College / Career – strong preparation for post-secondary education and

careers

Citizenship / Culture – care and understanding to improve local and

global communities

Creativity / Courage – problem solving to help the environment and

human condition

Beliefs and Community Agreements

All students will

Work in a safe and inviting learning environment.

Set goals for their future.

Think critically and communicate clearly.

Be valued, respected, and supported in discovering and nurturing their

unique gifts.

Have a caring adult in the building who knows them as a learner and person.

Compete and contribute as a 21st century global citizen.

Achieve beyond their potential.

Demonstrate achievement with joy, spirit, and responsibility.

In summary, through its Vision, Mission, Values, Beliefs, and Community Agreements,

Crown Point High School works diligently to prepare students to succeed in the global

community after graduation.

Sect

ATTE

Percent of Student Population


tion 3: DES

ENDANCE A

93.0%

94.0%

95.0%

96.0%

97.0%

98.0%

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SCRIPTION

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12

13

Summary of Data This graph contains data for the last five years about Crown Point High

School’s attendance and graduation rates.

Interpretation of Data

Messages on Monday evening, the introduction of credit recovery for struggling students, offering

online learning, remediation labs for Response to Intervention, academic advisors for study hall

students with GPA’s of 1.99 and below, and a closer connection to the Alternative Achievement

Center contributed to improved graduation rates beginning with a 4% jump in 2009-2010 and

continuous growth since. In addition, professional development focused on best practice

instructional strategies including Project CRISS and HITS, formative assessments, BrainHoney

(the school’s learning management system), and emphasis on dual credit have positively

impacted the number of graduates. In fact, the graduation rate for 2010-2011 was 93.5%; and in

2011-2012, 93.9%. Although continuing to encouraging C-Note participation and faculty-student

relationships along with administrative and instructional support systems, the 2010-2011

attendance rate of 96.5% dipped slightly to 95.7% in 2011-2012.

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the rigor and

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28


Social Studies

Except for AP U.S. History, other honors courses in Economics, Government and World History

decreased enrollments for 2011-2012. AP Geography has been a strong addition to social studies

offerings with impressive 3 or better results on the end-of-course test in May.

Sect

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33

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20.0

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Number of Students

ATISTICS C

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10

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N-EXPULSI

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2007‐200

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8 ‐ 07/08 ‐2

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LURES IN C

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11/122

3

er failures in

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rs summative

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ster failures

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ast five years

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ester failures.

mprehension

advisors has

2 ‐

English

Math

Science

SocialStudies

36

e

.

ECA

Sum

In the

CPHS

2010-

rankin

Inter

In 200

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lunch

in 201

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consensus wa

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ted population

ology glitches

. In 2010-201

of-course asse

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part to the fo

0%

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ECA

GLISH LAN

ata

se assessmen

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1-2012, CPH

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of Data

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Hispanic) we

hnology issue

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cus on writing

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A‐ELA O

NGUAGE A

nt in English/L

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S’s results sh

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out of 16 leag

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MONG LEAG

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English 10. F

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Furthermore,

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12

s

37

d

ar

an

ECA

LEA

Sum

This g

Point

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passe

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38

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42

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data in ECA

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skills. In 2011

2011‐2012

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to the league

ebra skills are

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44

e

e

PRE

Sum

This g

five ye

Inter

CPHS

Howe

PSAT

Becau

not th

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writing

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Read

critica

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PSA

T Score

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mmary of D

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in 2009 only

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weaknesses o

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al learning are

2010-2011 an

0

10

20

30

40

50

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Verbal/

Y SCHOLAS

ata

ents PSAT da

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2007‐2008

2008‐2009

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45

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ting standardi

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440

450

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ACT EPAS SYSTEM OF ASSESSMENT

Throughout the state of Indiana, ACT’s EPAS system is not generally used with

large populations such as the recent case at CPHS. However, since the Common Core

Standards and ACT College Readiness Standards reflect similar skills, CPHS decided to

add the EPAS system to its standardized assessment data. Parts of the EPAS system

were phased into CPHS in the fall of 2009 and have included the following: 8th graders

take the Explore; 9th, the PLAN; 10th, the PLAN; and 11th, the ACT, which includes the

writing portion of the exam. In the 2010-2011 school year, CPHS administered either the

Explore, PLAN, or ACT to all 8th through 11th graders. CPHS is an ACT trendsetter in

Indiana and an ACT research high school. Its school-wide implementation of the EPAS

system is conscientiously used for identifying skill deficits; planning instruction and

assessment; and tracking skill growth in the four content areas of English, math, reading,

and science.

CPHS added the ACT in 2010-2011 and gathered some important baseline data

that impacts future programming, instruction, and achievement. The report indicated that

24% of the 567 students taking the test were college ready in the four content areas.

60% of students took the core classes or more with the following score results: 20.8 in

English; 22.5 in math; 21.6 in reading, and 21.6 in science. In the 2012 ACT Profile

Report of the senior class, 6% more students took the core classes or more and

improved their college readiness scores over their 2011 counterparts: +.5 in English, +.2

in math, +.4 in Reading, and +.3 in Science. Taking content specific curriculum in math,

science, social studies, and English versus taking less than a specific curriculum in

those subject areas resulted in 3.7 point gain in English, 5.1 in math, 2.9 in social

studies, and 2.2 in science.

ACT emphasizes the importance of taking as many years of Core classes as

possible – four or more years of English and three or more years of math, social studies,

and science. For example, students who took three or more years of math beyond

Algebra I, Algebra II, and Geometry were college ready. As a result, students need to be

challenged by taking additional rigorous courses in each of the core areas to strengthen

skills and prepare for post-secondary education. Programming changes and course

sequencing need to be investigated for the 2013-2014 school year.

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placed 7th, 1

proved in 200

ta reveals a s

s those taking

er of end-of-c

In May of 201

he exams In 2

the non-math

es, there were

s). In 2012, 5

year. Howev

d for dual cred

51%54

8‐2009 2009

Placem

st graph reflec

e. Crown Poin

nced Placem

h represents t

s.

2th, 8th, and 1

8-2009 but di

steady increas

g the end-of-c

course test tak

11, students t

2012, 825 tes

h and science

e 1146 enrollm

59% of the stu

er, with the co

dit rather than

4% 53%

9‐2010 2010‐

ent Test

cts CPHS’s st

nt High Schoo

ment scores fo

the longitudin

14th in the leag

ipped again in

se in the num

course assess

kers was suc

took 747 tests

sts were taken

e areas (which

ments in AP c

udents scored

ompetition of

n AP. Lastly, t

%

59%

2011 2011‐2

t Results

tanding amon

ol’s performa

or league scho

al percentage

gue respectiv

n 2009-2010

mbers of stude

sments in Ma

ccessful becau

s; and 54% o

n, up from 74

h are paid for

courses (with

d a 3 or bette

f dual credit, s

training for ine

%

2012

s

PerceScorin

6

ng the league

nce on the A

ools were

e growth of

vely in regard

and

ents enrolled

y. In 2010-

use over 100

of the test

7. In addition

by the state.)

over 400

er – a 5%

some high

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ntng >= 3

62

P

s

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,

)

63

Section 5: SCHOOL DATA

The learning environment at CPHS is centered on the following: curriculum

guides based on the merging of Indiana’s Academic Standards, ACT College Readiness

Standards, the Common Core State Standards, and Workplace Readiness Standards;

standardized assessments (ACT EPAS, AP, PSAT, SAT, and ECA’s), summative

assessments at the ends of units and grading periods, formative assessments

addressing ACT skill gaps; and textbook resources, computer-based resources, and

online and blended learning. The curriculum is not only located collectively in the

administrative area but can be accessed in each department and included in syllabi

distributed to students and included on the school’s website.

With the students’ needs in mind, programming is geared for students of all

ability levels including online course options. Many opportunities exist for student

remediation such as Read 180 labs, English and math labs, and Credit Recovery as well

as enrichment opportunities like Project-Based Learning, honors and AP classes,

internships, and dual credit classes.

Classroom instruction has been a strong focus with a number of school-wide

initiatives. In addition to developing the critical thinking and content literacy goals,

professional development focused on improving teacher methodology to increase

student learning. Over 90% of teachers have been trained in Project CRISS (Creating

Independence through Student-Owned Strategies) while all teachers on Wednesday late

starts selected teacher-led training sessions on HITS (High Impact Teaching Strategies).

This training increased the variety of methodology used in the classroom. In 2010-2011,

teachers analyzed the content of the ACT Explore and Plan relative to understanding the

skills that were tested in their content as well as the construction of test items. This

training helped them write their own formative assessments which increased

achievement on the last round of EPAS tests. Lastly, in 2011-2012 department members

facilitated department-based content literacy professional development based on a

needs’ survey administered to each department individually and facilitated by the School

Improvement Team.

To reinforce the importance of the Professional Learning Community work in

2010-2011 and 2011-2012, the formative and summative evaluation plans mirrored the

course-based teams’ Professional Learning Community work: a clearly focused SMART

goal, creation and documentation of formative assessments along with analyzing the

accompanying data, instructional strategies to address students’ weaknesses based on

the fo

produ

recom

instru

valua

2011

LEA

Sum

Summ

This g

categ

I s

I have

Teac

Rather

ormative ass

ucts to share

mmendation

uction, and a

able data for

1-2012 IN-H

RNING

mmary of D

mary of Data

graph reflects

ories regardin

I am routine

am routinely chalstrategies that will

I am challe

e been provided w

The educat

Teachers have

I am challenge

chers use a variety

Homework

than having all 7 like CPHS to

sessments, a

e. Lastly, tea

s for future i

assessment,

the future te

HOUSE ST

ata

a

s the percenta

ng teaching a

ely challenged to t

llenged to use diff benefit me in col

nged to solve realcommunicate my

ith important acadskills at CPHS

tion they receive a

e high expectation

Teachers are ex

ed by teachers to p

y of teaching strate

k contributes to my

classes meet equaconsider a college

Stu

and project-b

acher teams

improvemen

survey data

eaching and

UDENT SU

ages of studen

and learning, s

think critically at C

ferent communicalege or the workp

problems and cley solutions

demic knowledge

at CPHS is high qua

ns for student learn

cited to work at C

produce my best w

egies to help me le

y success as a stud

ally every day, I woe schedule

udent Survey

based learni

reflected on

nts. In additio

a from paren

learning ag

URVEY – V

nts who agree

student servic

PHS

tionlace

early

and

ality

ning

PHS

work

earn

dent

ould

% w

y ‐ View of Tea

ing experien

n their own g

on to the dyn

nts, students

genda at Cro

VIEW OF TE

e and strongl

ces, and the s

who Agree or St

aching and Le

nces with stu

growth and m

namics of cu

s, staff, and f

own Point Hi

EACHING A

y agree on m

school climat

54.

55.trongly Agree

earning at CP

6

udent work

made

urriculum,

faculty yields

gh School.

AND

multiple

e at CPHS.

70.8%

66.3%

66.6%

75.1%

76.9

74.9%

.8%

70.8%

68.4%

60.6%

64.3%

76.7

71.3%

8

63.9%

79

71.9%

67.0%

.0%

HS

64

s

%

9%

%

7%

83.3%

84.5%

81.8%

9.1%

2010‐2011

2011‐2012

65


Encouragingly, all survey responses increased their percentages favorably except for the last

one: changing the daily schedule to a college one. The greatest growth was in the following

areas: teachers challenging students in their courses, students being provided with high quality

education, and students being provided with a high level of knowledge and skills. In detail,

appreciating and respecting the education that they receive, students responded positively on

being taught to think critically, use different communication strategies and communicate solutions,

and solve real problems. Not only do students believe they have experienced a high quality

education, but they also believe their teachers have high expectations for them and challenge

them to do their best work even in the area of critical thinking, which was the School Improvement

goal from 2008-2011 and the focus of faculty professional development. To better reach higher

levels of achievement, teachers have received training in a variety of teaching strategies such as

Project CRISS and High Impact Teaching Strategies (HITS); but they also use traditional

methods like homework and lecture to advance learning. Interestingly enough, only 55% of

students would like to consider a college schedule, down from 64% in 2010-2011. In addition, t is

apparent through the survey that students realize the benefits of what they are learning but don’t

recognize how and where it will be applied. Alson, connections to solving real life problems, doing

homework for future reference, and applying different communication strategies needs further

reinforcement. CPHS’s inclusion of inquiry-based research and project-based learning

experiences should improve this perception. Even though there are clearly high expectations from

the faculty, teacher excitement was rated the lowest but was 9.1% higher in the 2011-2012

survey.

2010

Sum

The g

Inter

under

motiv

feelin

succe

(resou

buildin

the C

2014.

StudeNo

I h

An adu

An

Thcomf

0-2011 and

mmary of D

graph above r

rpretation o

Students’ g

rstanding of th

ate students.

g safe, adults

essful. In fact,

urce officers,

ng; therefore,

Still somew

-note/Distingu

Continual eff

Stude

I unders

nt incentive proote are a good w

ave the support

Ad

ult at CPHS undean

n adult at CPHS

ere is an adult infortable going to

2011-2012

ata

reflects studen

of Data

greatest conc

he C-Note inc

Those areas

s being respe

gains have b

teachers, adm

, safety is not

what unclear

uished Gradu

forts are need

ents are respect

stand how to ear

ograms such as eay to motivate s

t I need to succe

I feel like I belo

I feel sa

dults are respect

erstands my uniqnd gifts

knows me as a lperson

n the building I wo if I ever needed

S

2 IN-HOUS

nts who comp

cerns were in

centive progra

s that received

ctful, and adu

been made in

ministrators, p

t a big concer

about the C-N

uate Program

ded to bring t

tful at CPHS

rn a C‐Note

earning a C‐students

eed at CPHS

ong at CPHS

afe at CPHS

ful at CPHS

que talents

earner and

would bed help with…

Student Su

SE STUDEN

pleted a 2011

the areas of

am, which ha

d the stronges

ults giving stu

n these areas

paraprofessio

rn.

Note program

to all incomin

he benefits of

% Who Ag

rvey ‐ Scho

NT SURVE

survey on th

not respectin

lf of them bel

st votes of co

dents the sup

in 2011-2012

onals, etc.) ar

m, efforts have

ng freshmen,

f C-notes to t

36.7%

53.

49.1%

37.2%

5

54

ree or Stron

ool Enviro

EY – ENVIR

he school env

ng others and

ieved to be a

onfidence wer

pport they nee

2. Furthermor

re always visi

e been made

starting with

the forefront o

0%

%

68.5%

66.2%

74.6%

72.3%

62.1%

65.6%

64.6%

57.5%

.0%

81.2

79.2

75.5%

72.5%

ngly Agree

nment

6

RONMENT

vironment.

the lack of

good way to

re students

ed to be

re, adults

ble in the

to introduce

the class of

on a regular

2%

%

%

2010‐2011

2011‐2012

66

67

basis in the classroom as well as to show how they are earned. Upon the urgings of the

administration to adopt students who have not earned C-notes, teachers have worked to

establish additional relationships with disconnected students.

Lastly, most students believe that adults in the building recognize their talents, know

them as individuals, and are available to help them. Students agree that CPHS has a healthy

environment, and students are well-adjusted in turn. Even though considerable efforts have been

made to engage students, students overwhelmingly feel that they are not respectful as a group:

social networking sites such as Facebook, texting, and internet on phones contribute to “drama”

in the building. These issues are not only a concern at CPHS but in other schools and workplaces

as well. The administration and faculty are continually looking for ways to improve this area and

addressing the student respect issue, which is the students’ biggest concern.

FAC

Sum

The g

opinio

Su

ULTY INST

mmary of D

graph provides

on on instruct

Developing stud

En

Improvi

Help

Coordinati

Developing pr

upplementing traditio

Using re

TRUCTION

ata

s three years

ional practice

Students le

dent ability, analytical

Maintaining and o

nriching the course of

Helping students d

Giving

Encour

ng the self image, or s

Expe

Diagnosin

ping individual student

ing classroom activitie

rojects that focus on r

nal methods of teach

sults from formative a

Recognizing the impo

Differentiating as

Fac

NAL PRACT

of data comp

e.

arn basic skills in subj

reasoning, and probl

orderly environment f

f study or curriculum f

develop a good system

individual attention t

raging creativity amon

self‐worth of individua

erimenting with new t

ng learning problems o

ts solve their persona

es with other parts of

real life, eliciting critic

ing digital content in

assessments to drive

rtance of project base

ssignments to maximi

ulty Inst

TICE SURV

paring the las

0%

ject matter

lem solving

for learning

for student

m of values

to students

ng students

al students

techniques

of students

al problems

the school

cal thinking

some form

instruction

ed learning

ze learning

truction

VEY – 2007

st three years

20%

al Practi

7-2008 to 2

of data on th

40% 6

ice Surve

6

2011-2012

he faculty’s

60% 80%

ey

68

% 100%

2007‐2008

2010‐ 2011

2011= 2012

69


Dramatic and positive improvements can be seen in instructional practice between 2008 and

2012, especially in the student areas of students’ learning basic skills, developing problem solving

and analytical reasoning, giving students individual attention, and improving student self-image.

In 2011-2012, teachers are less comfortable helping students with their problems. Tremendous

growth has also occurred in project-based learning, critical thinking, digital content, formative

assessments, and differentiation: areas that were not even on the radar in 2008. Obviously, the

faculty has exhibited tremendous growth and commitment in teaching and learning and hunger

for exposure to new strategies. Because of opportunities and time given to staff by administration

and district office, they consistently demonstrate a willingness to pursue professional

development in Project CRISS strategies and HITS in addition to Project Based Learning,

Professional Learning Communities, and formative assessment.

200

08 AND 201

Sum

Comp

areas

Inter

the ed

strate

and a

in 200

conne

subst

three

11 ADVAN

mmary

paring 2008 a

s: instruction,

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The first gr

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a safe and ord

08. Overall, th

ections to stud

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ance abuse,

years. Accord

CED ED T

and 2011, the

connections t

of Data

raph reflects t

vided students

grew by about

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he positive the

dents permea

nd graph refle

and instructio

ding to the fa

EACHER S

two surveys

to students, p

the most stro

s (top ranked

t 10% from 20

environment

emes of focus

ate the top 10

cts teachers’

onal relevance

culty, other a

SURVEY

above repres

physical buildi

ngly agreed u

in 2008 as w

008) highly. S

showed the g

sing on qualit

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areas of conc

e are significa

reas such as

sent teachers

ing space, an

upon areas at

well) and the u

Students rece

greatest grow

ty instruction,

cern. Similar

ant issues tha

students’ be

’ opinions in a

nd others.

t CPHS. Teac

use of varied

eiving addition

wth from the o

programming

to the 2008 s

at have not ch

ing respectfu

7

a variety of

chers ranked

instructional

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original survey

g, and

survey, bullies

hanged in

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70

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2008

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The graph

and 2011. Th

gnizing studen

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se areas.

ty and lack of

pective, teach

act the quality

nal activities to

below reflect

here has been

nt achievemen

pecting schoo

ound of Adva

f student moti

ers feel that t

y of teaching

o help studen

ts the largest

n large growth

nt, maintainin

ol and commu

ancEd survey

vation have d

they are not a

and learning

nts learn acros

increases bo

h in students

ng a safe and

unity, and ma

data should y

decreased fro

as involved in

nor are they

ss disciplines

oth positively a

and staff bein

orderly envir

aintaining sch

yield addition

om 2008. Fro

making impo

able to collab

s.

and negative

ng treated res

ronment, stud

hool discipline

nal insight on

7

om a teaching

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boratively

ly between

spectfully,

dents’ self-

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CPHS growth

71

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h

2008

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Comp

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8 AND 2011

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All areas d

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