lea and school improvement - pgcps€¦ · web viewmanagement system/monitoring tool 39-44....

Maryland State Department of EducationNo Child Left Behind Requirements

School or LEA InformationPlease provide a separate report for each school on the enclosed list.

Prince George’s County Public SchoolsName of DistrictCentral High SchoolName of School200 Cabin Branch Road Capitol Heights, MD 20746Address of School301- 499- 7080PhoneDebra MahoneDistrict Contact301-749-4743 [email protected] Email AddressFletcher James III School Contact/Principal301-499-7080 ext. 281 [email protected] Phone Email Address

Check NCLB Status That Applies to this School in Improvement Year 1—School Improvement Year 2—School Improvement Corrective Action Year 1—Restructuring (Planning) Year 2—Restructuring (Implementation)

Does this school receive Title I funding? Yes No

If this is a Title I school, which program design model is used? School-wide Targeted Assistance

The Maryland State Department of Education (MSDE) is requiring that each LEA that have schools in improvement collect evidence that it has complied with the Schools in Improvement requirements of No Child Left Behind. In order to assist the LEA with evidence documentation in case of an audit, this LEA and School Improvement checklist, which outlines the requirements of each phase of school improvement, was developed. All evidence, supporting the components of the checklist, must be kept at the LEA.

Please note the timeline on 4 of this document. Those items must be submitted to:

Mary CaryAssistant State Superintendent

Division for Leadership DevelopmentMaryland State Department of Education

200 W. Baltimore StreetBaltimore, MD 21201

1

High School

School Improvement Plan

2005-2006

Fletcher James III

Phone: 301-499-7080Fax: 301-499-7087

Mission

The mission of Prince George’s County Public Schools is to ensure that all students acquire information and skills and the ability to apply their knowledge to become lifelong learners and productive citizens in a diverse/global society.

This mission is best accomplished through a structure of child-centered learning communities characterized by: equity and access to a quality education that includes strong instructional leadership; high expectations for the achievement of all students; a rigorous curriculum; frequent monitoring of student performance; extending learning opportunities for students failing to meet academic standards; well trained, certified teachers in all classrooms; enhanced resources; families who are empowered to assist in providing a quality education for every child; a school climate conducive to building positive relationships; a safe and orderly school environment fostering enhanced school pride.

2

Prince George’s County Public Schools

The school improvement planning process for Prince George’s County Public Schools supports

and reinforces the Quality Schools Program Strategic Plan (QSPSP). The process requires each

school to develop, implement and monitor a school improvement plan (SIP) designed to prepare

students for successful citizenship in the twenty-first century. The two-year SIP provides the

framework, direction, and focus required of each school to successfully implement the goals

delineated in the Quality Schools Program Strategic Plan (QSPSP). The SIP is intended to be a

“living” document for the school. It should be reviewed, evaluated and refined regularly. The

school improvement plan (SIP) outlines the specific activities, strategies, and interventions that

each school will implement to ensure academic success for all students, grades K-12.

Consistent with the QSPSP, the SIP seeks to ensure that all students in all subgroups make

adequate yearly progress. The SIP is aligned with federal legislation such as the No Child Left

Behind Act and state mandates such as, the Bridge to Excellence in Public Schools Act and the

Voluntary State Curriculum.

Mission Statement for School Improvement Plan

3

TABLE OF CONTENTS

I. Executive Summary........................................................................................................................5-8

II. Progress Report (Evidence of Need)............................................................................................9-17A. Narrative DiscussionB. 2003-2005 MSA Data FormC. Staffing Overview Chart

III. Action Plan................................................................................................................................ 18-38 A. Systemic Non-Negotiable ActivitiesB. Activities for Improved Subgroup Performance

IV. Management System/Monitoring Tool........................................................................................39-44A. Narrative and Dates of SIT/SPMT MeetingsB. Monitoring Tool

V. Professional Development Calendar..........................................................................................45-46

VI. School Improvement Budget Page..................................................................................................47

VII. School Improvement Team Roster.............................................................................................48-49

Note: Please be certain to include page numbers for each section of the plan.

4

Section I. Executive Summary

IntroductionTo become “A Community of Learners Which Aligns Actions to Goals” is the vision of Central High

School (CHS). Central is a four-year high school located in Capitol Heights, Maryland. Capitol Heights has middle to low-income residential housing and light commercial properties. It is located southeast of Washington, D.C. This community is comprised of residents from all socio-economic levels. Curricular offerings at CHS include: the Humanities and International Studies Program, the International Baccalaureate Program, the French Immersion Program, ESOL (English for Speakers of Other Languages), the Comprehensive Program, and two Special Education Programs (Vocational Development & Learning Disabled and Community Resource Instruction-CRI for mentally and physically challenged students). Students from throughout the county currently attend the Humanities and International Studies Program, the International Baccalaureate Program, and the French Immersion Program. Central High School operates on an A/B day schedule with four classes daily. Parental and community involvement is encouraged. Parents and the community are informed of the school’s status in school improvement through P.T.S.A. meetings, Back to School Night, and the school newsletter. . School Demographics

Central High School has a culturally diverse student population which consists of 1,092 students (535 males and 557 females). Students in grades nine through twelve and students with non-graded status attend CHS. The population is eighty-six percent African American, while the other fourteen percent is comprised of Whites, Asians, Hispanics, and American Indians. The faculty and staff consist of approximately eighty-seven professional educators. Certification for teachers falls in the following categories: 51% hold an Advanced Professional Certificate; 20% a Standard Professional Certificate; 26% a Provisional Certificate; and 3% undefined certification. Approximately 36% of the faculty has over sixteen years experience and 17.0% of the faculty has two or less years experience. Central High School has one retired-rehired teacher.

The P.T.S.A. demonstrates its role as stakeholder in the education of students by providing scholarships, purchasing classroom instructional technology and athletic equipment, formally and informally recognizing teachers for their contributions, and participating in school-based programs intended to support the instructional program and improve student skills.

Business partnerships are forged through relationships with Michael’s Construction, the Sawyer Corporation, and the federal government. The Seat Pleasant Homeowner’s Association, Prince George’s Community College, and the Central High School Alumni Association provide opportunities for community partnerships.

Major Initiatives and EffortsCentral High School will implement a comprehensive design for mathematics and reading

instruction that will meet the needs of students. In addition, the school will continue to implement its professional development plan to ensure that teachers instruct using appropriate assessment tools which align with the curriculum. Moreover, Central will modify instruction based on the results of assessment and best practices for teaching reading and mathematics. Teachers in all subject areas will be trained to utilize the Standards of Excellence document as a tool for delivering instruction and varying assessment formats (e.g. BCR’s, ECR’s, rubrics, and multiple choice).

A plan for delivery of instruction will focus on building undeveloped skills in the academic arena and perfecting the existing ones. This process will bring about a paradigm shift in active listeners, proficient speakers, independent readers, writers, and thinkers. In addition, multiple disciplines within the school will work together to implement and monitor this plan to improve student achievement. Teachers in all content areas will utilize technology to reinforce each student’s reading skills. Steps will also be taken to ensure

School Improvement Plan, 2005-2006 Central High School5


coordinated efforts between the mathematics, English, Special Education and ESOL departments. Efforts to increase parental awareness of weekly after-school tutoring, testing remediation, and the testing program will be implemented. Students in grades ten and eleven will take the PSAT in October and an analysis of the results will be used to modify instruction.

To improve English, mathematics, science, and social studies achievement, the MSDE website will be used to research the latest information on MSA, HSA, and technology. Teaching reading across the curriculum will increase academic instruction in applying real world scenarios. Various assessments and assessment tools will be utilized throughout the school year to determine whether goals as projected are being met and what actions are necessary. The curriculum supervisors of the English, mathematics, science, and social studies departments and/or regional resource teachers will be contacted to schedule specific school in-services identified by needs analysis. Effective for the 2005 - 2006 school term, ninth graders will receive double periods of instruction in Algebra 1. Ninth and tenth graders will receive double periods of instruction in English. Teachers will use the additional time to provide more in-depth instruction of mathematical concepts and reading/language arts skills.

According to the 2003-2004 MSDE Report Card for reading and the 2004-2005 MSDE Report Card for mathematics, the school will implement specific strategies for each subgroup that met AYP because of the confidence interval and for each subgroup that did not meet AYP. In the design of these strategies, it is critical to provide departmental alignment of lessons with the Standards for Excellence in Teaching. This departmental alignment of lessons requires teachers to develop and implement lessons that incorporate the Core Learning Goals, higher order questioning, analytical probing and [appropriate wait] timing within curricular activities throughout the Directed Teaching Activity (DTA).

With regard to the 2003-2004 MSDE Report Card for reading, African American and Hispanic students met AYP because of the confidence interval. FARM and LEP students did not meet AYP. The strategies listed below are intended to address the priority needs of these four subgroups.

Collaborative departmental planning and teaching of reading across the curriculum Infusion of the Core Learning Goals, the Scope and Sequence documents and the Standards for

Excellence in Teaching within departmental lessons Utilization of MSA/HSA Standards, Benchmarks, Prototypes, Assessments and Rubrics through

departmental lessons in order to drive instructional planning and delivery Appropriate accommodations for Special Needs Students through reading labs, differentiated

learning and reciprocal teaching Appropriate accommodations for LEP students through reading labs, differentiated learning and

reciprocal teaching Implementation of classroom monitoring tools for classroom visits and formal observations to

ensure the alignment of Instruction as identified in the School Improvement Plan. Utilization of supportive resources for literacy initiatives by library media specialist and reading

specialist Acceleration of writing skills

With regard to the 2004-2005 MSDE Report Card for mathematics, Hispanic, Special Education , and LEP students met AYP because of the confidence interval. African American students and FARM students did not meet AYP. The strategies listed below are intended to address the priority needs of these five subgroups.

Collaborative departmental planning and teaching of mathematics across the curriculum Infusion of the Core Learning Goals, the Scope and Sequence documents and the Standards for

Excellence in Teaching within departmental lessons



Utilization of MSA/HSA Standards, Benchmarks, Prototypes, Assessments and Rubrics through departmental lessons in order to drive instructional planning and delivery

Appropriate accommodations for Special Needs Students through math labs, differentiated learning and reciprocal teaching

Appropriate accommodations for LEP students through math labs, differentiated learning and reciprocal teaching

Implementation of classroom monitoring tools for classroom visits and formal observations to ensure the alignment of Instruction as identified in the School Improvement Plan.

As part of the departmental alignment of lessons, the school will expand, through instructional delivery, the feedback from the meetings for professional development communities. Further, CHS will address the need for staff development workshops on classroom management practices and adolescent behavioral issues that consistently support teaching and learning goals.

Safe and Orderly EnvironmentCentral High School’s safe and orderly school plan provides rules and procedures for the safety

and security of students and educators. The plan includes a detailed safety assessment with recommendations from the staff, parents, and students to determine the state of school order and safety. The plan also requires tracking and recording PS-74 data, suspensions, and criminal actions. Teachers’ monitoring of doorways and staffs’ requiring students to wear their ID’s in the school building is emphasized. In addition, teachers receive practical discipline training. The security staff and the School Resource Officer are expected to be visible and monitor traffic in halls. All staff members must follow the school discipline referral program. Administrators provide leadership in assessing, developing, and monitoring the safe school plan and adopting procedures for emergency evacuation and crisis management. The basic plan is to create a positive school climate that is free of drugs, gangs, violence, intimidation, and fear. The plan will succeed as school stakeholders take ownership of their responsibility to achieve this goal.

Parent InvolvementParents and the community are informed of the school’s status in school improvement through

P.T.S.A. meetings, Back to School Night, and the school newsletter. To increase parental involvement in school planning and the decision-making process, parent membership is included on the School Planning and Management Team. Additionally, issues and concerns related to school improvement and safety are taken to the Executive Council of Central’s P.T.S.A. for discussion and recommendations. To further increase parental involvement, a meeting for parents of ninth graders to inform them of the change in state graduation requirements as they relate to the HSA will occur in October. Central will also implement “Parents on Our Side,” a program to inform parents about how they can take an active role in school planning. Parents will be able to access their children’s grades on the Internet through WebGrade. The minutes of the Executive Council meetings, school newsletters, letters of acknowledgement from the principal, and the minutes of the School Planning and Management Team meetings provide evidence of parental involvement.

Central collaborates with the community and with businesses to provide resources to accommodate various needs within the school. The engineering staff and students at Prince George’s Community College repair our computer hardware. Through “Computers for Learning,” CHS obtains computers, laptops, printers, and other peripheral hardware from the federal government. Michael’s Construction and the Sawyer Corporation provide financial and human resources for and improvements to the physical plant.


Section II. Progress ReportA. Narrative Discussion

Central High School (CHS) is in year two of school improvement. The analysis of the school’s status in improvement is based on 2003-2004 MSDE data for English and 2004-2005 MSDE data for Geometry.

Discussion of MSA/HSA Data The 2003–2004 MSDE report card revealed that CHS did make Adequate Yearly Progress (AYP)

in the area of reading on the MSA (45.5%) in all aggregate subgroups with the exception of Free/Reduced (29.9%), ESOL/LEP (11.4%), and Special Education (0.0%) students. There were fewer than 5 American Indian/Alaskan Native students tested. Therefore, no data on this subgroup was provided. Racial/ethnic group aggregated data revealed that the group with the greatest proficient percent in reading was White students (90.0), followed by Asian/ Pacific Islander students (45.5%), then African Americans students (39.8%), and Hispanic students (13.3%). While steady progress is being made for most subgroups in the area of reading, the report card showed that much improvement is needed for students in Special Education, Free/Reduced Meals, and ESOL/LEP programs.

Contributing factors: Teachers lack knowledge of and/or experience with the curriculum. Teachers have not been able to determine strategies that address those students who are

reading significantly below grade level. ESOL/LEP students possess limited English reading, speaking, and comprehension skills.

Root causes: A high level of recidivism has occurred in the English department. Teachers have not received intensive instruction in teaching reading, the reading/writing

process, writing to learn, and reading/writing across the disciplines. The curriculum pacing guide does not allow for the diversity of students’ learning styles.

Next steps: Regularly scheduled meetings, in-services, and workshops will allow teachers to immerse

themselves in the curriculum and to devise strategies that accommodate students who are performing on a variety of levels.

The English teachers along with the reading specialist will design specific reading strategies.

The 2004-2005 MSDE report card revealed that CHS did not make Adequate Yearly Progress (AYP) in the area of mathematics on the MSA (11.2 %) for all aggregate subgroups. African American (8.5%) and Free/Reduced Meals students (15.1%) were the subgroups that did not make AYP. Racial/ethnic group aggregate data revealed that the group with the greatest proficient percent in mathematics was White students (57.1%), then Hispanic students (28.6%), followed by Limited English students (27.3%), and Special Education students (16.7%). The report card showed that much improvement is needed for the majority of the sub-groups. There were fewer than 5 American Indian/Alaskan Native students and fewer than 5 Asian students tested. Therefore, no data on these subgroups was provided.

Contributing factors: Teachers were unable to keep up with the pacing of the curriculum. Teachers need additional technology to enhance the delivery of the curriculum.

Root causes: The curriculum pacing guide does not allow for the diversity of students’ learning styles. Technology tools (e.g., LCD projectors, televisions, and visualizers) were not available. Teachers lacked training to score BCR and ECR questions.



Next steps: Provide a common lunch or planning period that will allow teachers to strategize as a

group. Monitor instruction to ensure that pacing guide is followed. Schedule regular meetings, in-services, and workshops to allow teachers to learn how to

access the needed materials to deliver BCR and ECR instruction and to score them. Provide adequate technology to support instruction.

With regard to the 2004-2005 MSDE HSA performance results in Algebra, the number of CHS students who achieved a passing score of 412 varied among aggregate subgroups. The percentage of Asian/Pacific Islander students proficient was 38.5; African American students was 14.1; White students was 80.0; Hispanic students was 29.0; Special Education students was 4.8; FARM students was 14.4; and LEP students was 15.2. With regard to the 2004-2005 MSDE HAS performance in Biology, the number of CHS students who achieved a passing score of 400 also varied among aggregate subgroups. The percentage of Asian/Pacific Islander students proficient was 27.3; African American students was 12.1; Hispanic students was 14.3; Special Education students was 0.0; FARM students was 10.5; and LEP students was 8.8. With regard to the 2004-2005 MSD HAS performance in Government, the number of CHS students who achieved a passing score of 394 varied among aggregate subgroups as well. The percentage of Asian/Pacific Islander students proficient was 28.6; African American students was 19.0; Hispanic students was 22.2; Special Education students was 20.0; FARM students was 21.3; and LEP students was 21.1.

Each of these disciplines share contributing factors. Similarly, the root causes and next steps are also shared.

Contributing factors: Technology and additional resources are needed to enhance delivery of the curriculum. Teachers lack knowledge of and/or experience with the curriculum. Student attendance and the motivation level of students impede learning.

Root causes: Technology tools (e.g., LCD projectors and visualizers) and additional resources

(microscopes and lab materials) were not available. A high level of recidivism has occurred. Students knew that there were no consequences for not passing the HSA. Students participating in the HSA included a significant number of ESOL students, special

education students, repeaters, and students who were sitting for the make up test due to a previous year’s absence during the testing window.

Next steps: Increased utilization of the mobile and stationary school computer labs, as well as the

computer work stations in the classrooms. Provide additional current textbooks and other teaching materials. Educate students and parents of the requirement to earn a satisfactory score on the HSA

in order to earn a Maryland High School diploma. Offer after school/weekend workshops. Provide review courses for students who sit for HSA tests for courses in which they are not

currently enrolled.

Discussion of SRI Data Two hundred eighty-three current ninth graders participated in the Scholastic Reading Inventory

during the fourth quarter of 2004-2005. Of this number, 8% scored Above Grade Level, 32% scored On Grade Level, and 60% scored Below Grade Level. One hundred twenty-eight current tenth graders



participated in the Scholastic Reading Inventory during the same time. Of this number, 17% scored Above Grade Level, 28% scored On Grade Level, and 55% scored Below Grade Level. An analysis of the data by subgroup was not made available. For this reason, specific contributing factors and root causes cannot be assigned. To address the lack of reading proficiency, teachers across the disciplines will provide appropriate reading activities and opportunities to all students.

Discussion of SAT DataThe High School Basic Report for 2005 College-Bound Seniors reveals that 120 students

registered for the SAT Reasoning Test. The verbal mean score was 424 and the math mean score was 414. Sixty-two percent of CHS students scored in the 400-449 range or above on the verbal portion of the test. Fifty-three percent of CHS students scored in the 400-449 range or above on the math portion of the test.

Next steps: Continue the “Honor Excellence Program” which includes the “Principal’s Honor Roll” and

the “Academic Hall of Fame.” These programs honor quarterly academic achievement. The school’s theme is “Excellence, not a Matter of Chance, but a Matter of Choice.”

Continue the “1000 Club” to honor students who achieve a score of 1000 or better on the SAT.

Register all eleventh graders in SAT Prep classes. Teachers across the curriculum will incorporate PSAT/SAT formats on teacher-designed

tests. Implement efforts to raise parent awareness of the importance of the PSAT and SAT tests.

Discussion of Suspension Rate Data and PS-74 Data The suspension rate data for school year 2004-2005 indicated that 153 students were suspended

for a total of 215 suspensions. Of this number, one student was Asian/Pacific Islander, six students were Hispanic, and one hundred forty-six students were African American. The data from the previous year indicated 120 students (2 American Indian/Alaskan Native, 1 Asian/Pacific Islander, 113 African American, 2 White, and 2 Hispanic) were suspended for a total of 158 suspensions. The number of students increased 27.5% and the number of suspensions increased 36% from school year 2003-2004 to 2004-2005. The number of PS-74s written for school year 2004-2005 was 638.

Contributing factors: In transitioning from middle school to high school, freshmen experience difficulties in

making social and academic adjustments that oftentimes result in discipline referrals and suspensions.

Repeaters and other students lack academic skills that often lead to unacceptable behavior resulting in discipline referrals and suspensions.

Persistent tardiness to class results in discipline referrals and suspensions. Many less experienced teachers have problems with classroom management that lead to

an increase in disciplinary referrals.Root causes:

Many students lack maturity and basic skills. Teachers have not been adequately trained in classroom management skills.

Next steps: Pair an experienced teacher with an inexperienced teacher for mentoring purposes. Continue the school-based “New Teacher Academy.”


Section II. Progress Report (Evidence of Need)B. MSA DATA Form

High School

Long Range GoalBy 2013- 2014, all students will reach high standards in core curricular areas, at a minimum, attaining proficiency or better for each ESEA subgroup in reading/language arts and mathematics.

Goal 1 Students will reach high standards in core curricular areas. HSA

School Year Goal High School AssessmentBy June 2006, the percent of students in HSA courses who achieve a satisfactory score on the High School Assessments (HSA) will meet or exceed the PGCPS and State averages. (Baseline Data)

PERCENT PASSINGSubgroups English I Biology Government Algebra Geometry*

All Students2003 2004 2005 2003 2004 2005 2003 2004 2005 2003 2004 2005 2003 2004 2005

Am. Indian/Alaskan Native + + tbd + + + + + + + + + +Asian/Pacific Islander 7.1 45.5 tbd 62.5 25.0 27.3 40.0 53.3 28.6 57.1 18.2 38.5 +African American 17.9 39.8 tbd 24.7 16.0 12.1 31.2 36.0 19.0 15.5 15.1 14.1 8.5White 60.0 90.0 tbd 58.3 71.4 + 80.0 55.6 + 37.5 + 80.0 57.1Hispanic 22.2 13.3 tbd 28.6 14.3 14.3 28.6 37.5 22.2 23.5 26.7 29.0 28.6Special Education 0.0 0.0 tbd 0.0 3.0 0.0 0.0 7.1 20.0 0.0 0.0 4.8 16.7Free & Reduced Meals 13.3 29.9 tbd 26.9 8.0 10.5 28.0 28.2 21.3 16.7 12.8 4.4 15.1Limited English Proficiency

3.1 11.4 tbd 8.7 4.5 8.8 14.3 22.4 21.1 23.9 12.9 15.2 27.3

+fewer than five students tested *no Geometry data reported for 2003 and 2004

School Year Objective 1 HSAa. The percent of students who attain a passing scale score or higher on the following HSA assessments will increase as follows:English I, by 10% Biology, by 10% Algebra, by 10%LSN Gov’t, by 10% Geometry, by 10%

Objective 1 Milestone HSAAt the end of each quarter, students enrolled in HSA courses will achieve a satisfactory score on the PGCPS benchmark assessments at the following rates:

English 1st Quarter 10% 2nd Quarter 10% 3rd Quarter 10% 4th Quarter 10%Biology 1st Quarter 10% 2nd Quarter 10% 3rd Quarter 10% 4th Quarter 10%Government 1st Quarter 10% 2nd Quarter 10% 3rd Quarter 10% 4th Quarter 10%Algebra 1st Quarter 10% 2nd Quarter 10% 3rd Quarter 10% 4th Quarter 10%Geometry 1st Quarter 10% 2nd Quarter 10% 3rd Quarter 10% 4th Quarter 10%

Objective 1 Evaluation HSAa. PGCPS documents will verify the percent of students who attained grades of C or higher in the following core curricular areas:English 10% Biology 10% Government 10% Algebr

a10% Geometry 10%



High School

Long Range GoalBy 2013- 2014, all students will reach high standards in core curricular areas, at a minimum, attaining proficiency or better for each ESEA subgroup in reading/language arts and mathematics.

Goal 1 Students will reach high standards in core curricular areas. MSA: Reading & Mathematics

Two Year GoalAll students and all subgroups enrolled in English 10 and Geometry (in the aggregate) in Central HighSchool will meet MSDE intermediate goal for 2006 in reading and mathematics.

Annual Measurable Objective (2004-2005 School Year)

All students and all subgroups (in the aggregate*) will meet AYP in reading on the 2004-2005 Maryland School Assessment. The following subgroups (in the aggregate*), as indicated by a check , did not meet AYP.

(Please check all subgroups where AYP was not met.)

02-03 03-04 04-05All Students tbd

American Indian/Alaskan Native tbd

African American tbd

Hispanic tbd

Special Education √ √ tbd

Asian/Pacific Islander tbd

White tbd

Free and Reduced Meals √ tbd

Limited English Proficient √ √ tbd

Annual Measurable Objective (2004-2005 School Year)

All students and all subgroups (in the aggregate*) will meet AYP in mathematics on the 2004-2005 Maryland School Assessment.The following subgroups (in the aggregate*), as indicated by a check , did not meet AYP.

(Please check all subgroups where AYP was not met.)

02-03 03-04 04-05All Students √

American Indian/Alaskan Native

African American √ √

Hispanic

Special Education

Asian/Pacific Islander

White

Free and Reduced Meals √ √

Limited English Proficient

Annual Measurable Objective Milestone Reading & Mathematics

70% of the students enrolled in English/Language Arts 10 and/or Geometry will achieve a satisfactory score (70% or above) on an end of quarter assessment.



High SchoolAnnual Measurable Objective Evaluation

Reading & MathematicsAll students and all subgroups (in the aggregate) will meet AYP in reading and mathematics on the 2005 – 2006 Maryland School Assessment..

Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning.

School Year Objective 1Objective 1:A. By June 2006, the number of discipline referrals will decrease from 370 in June 2005

to333 .

B. By June 2006, the number of students suspended will decrease from 215 in June 2005 to

193 .

C. By June 2006, average daily student attendance will increase from 89.1 in June 2005 to

91.1 %.

Objective 1 MilestoneA.

At the end of each month, the percent of students receiving discipline referrals will decrease

2% Below the same month of

the previous year(s).B.

At the end of each month, the number of students suspended will decrease by

2% below the same month of the previous

year(s).C.

At the end of each month, the daily average attendance of students will increase by

2%

Objective 1 EvaluationA. PGCPS summary reports of discipline referrals will document an aggregate decrease of 2% in the number of students

receiving discipline referrals for each ESEA subgroup.B. PGCPS summary reports of the number of students suspended will document a decrease

of5% In the number of students

suspended.C. School system data will document the average daily attendance rate for students as 94% or higher and the dropout rate as 3.0% or lower.



High School

Goal 5: All students will graduate from high school.

School Year Objective 1A. By June 2006, the dropout rate will decrease by 1%; from 8.50% in June 2005 to 7.50%.B. The percent of 12th grade students who complete a sequence of qualified “rigorous” courses will increase by 2%.

Objective 1 MilestoneAt mid-year, 75 % of 12th grade students enrolled in the requisite courses for graduation will achieve a GPA of 2.0 or above.

Objective 1 EvaluationA. The Maryland Report Card will document the graduation rate of 12th grade students as 85%B. The Maryland Report Card will document the percentage of 12th grade students completing a sequence of “rigorous” courses as

5 %.

School Year SAT IBA. The average score of all 12th grade SAT takers will increase from June 2005 by a total of 30 points,

15 on the verbal and 15 points on the quantitative.B. The number and percent of IB exam scores of “4” or higher will increase from 36 exams or 36% in June

2005 to 37 exams or 45% in June 2006.

SAT Milestone AP MilestoneA. The average pre-post test SAT score of students enrolled in the SAT prep courses will increase points, 20 on the verbal

20 on the quantitative.B. The average score on AP exams used as midterm or final examinations in AP classes will equal or exceed the distribution of grades of “B”

or higher in the following courses:

Art History N/A English Lit. N/A Physics C N/ABiology N/A Euro. History N/A Psychology N/ACalculus, AB N/A French V N/A Spanish V N/ACalculus, BC N/A Physics B N/A US History N/AEnglish Lang N/A Computer Science N/A

SAT Evaluation IB EvaluationA. School system data will document the average increase in SAT scores of grade 12 students enrolled in the SAT prep course as

N/A points, N/A Points on the verbal and

N/A points on the quantitative. Grade 12 students do not enroll in the SAT prep course.

B. The IB test results will document the number and percent of scores of “4” or higher on the IB examinations as 37 exams or 45%.


Prince George’s County Public SchoolsStaffing Overview Chart

for2004-2005 School Year

School: Central High School Date: 9/30/2005

Principal: Fletcher James

Please complete the staffing information.Number of

English/Language Arts Teachers As of January 2004

Certified English/Language Arts Teachers

inSY 2004-2005

Years of Experience of English/Language Arts

Teachers2004-2005

Projected Need for English/Language Arts

Teachers in2005-2006

10

CERTIFICATION NUMBER Number with 0-3 years 3

10APC 3 Number with

4-10 years 2

Standard 3 Number with 11-15 years 2

Total 6 Number with 16+ years 3

Number of Mathematics Teachers As of January

2004

Certified Mathematics Teachers in

SY 2004-2005

Years of Experience of Mathematics Teachers

2004-2005

Projected Need for Mathematics

Teachers in 2005-2006

9


9APC 4 Number with

4-10 years 1



Number of Special Education

Teachers As of January 2004

CertifiedSpecial Education Teachers

in SY 2004-2005

Years of Experience of Special Education

Teachers2004-2005

Projected Need for Special Education Teachers in

2005-2006

13


13APC 6 Number with

4-10 years 4




Section III: A. Systemic Non-Negotiable Activities

Goal 1: By 2013-2014, all students will reach high standards in core curricular areas, at a minimum attaining proficiency or better for each ESEA subgroup in reading/language arts and mathematics.

Objective 1.1: Increase annually the percentage of white, African American, Hispanic, Asian and Native American, low-income, special education and LEP students who are at or above the proficient level in core curricular areas, as measured by all State assessments and the College Board Examinations (such as SAT and AP) through strengthening programs for students in pre-kindergarten through grade 12.

Strategy 1.1.1: Align curriculum, instruction, assessment and professional development with current Maryland Content Standards for English, mathematics, social studies, and science, inclusive of the Core Learning Goals and Career and Technology Connections.

Activities Specific Targeted Population Students Will: Teachers Will: Administrators Will:Activity 1: Students in English 9– 12 will be engaged in daily activities using the curriculum frameworks that include lessons aligned with Maryland Content Standards (MCS) and Core Learning Goals (CLG) for English.

Justification:Why action was selected: Based on HSA and SRI data

and classroom observations, students are performing below proficiency in reading comprehension and responding to texts.

Need to raise performance levels by providing teachers with ongoing professional development including: developing meaningful tasks with appropriate criteria, analyzing student work for instructional planning, and providing a level of rigor for all identified subgroups.

Research based support:Council of Great City Schools (2001).Report of the National Reading Panel: Teaching Children to Read---NFL (200).

Put Reading First: The Research Building Blocks for Teaching Children to Read (2001).

Grade Levels/Subgroups:American Indian/Alaskan NativeAfrican AmericanHispanicSpecial EducationAsian/Pacific IslanderWhiteFree and Reduced MealsLimited English Proficient

Person Responsible:

Classroom TeachersDaily implementationEnglish Teacher/Coordinator Bi-monthly for collaborative planning Ongoing guidance Quarterly for overview of curriculum

frameworks and benchmark administration, scoring, analysis

PrincipalDaily informal monitoring

Timeline: 8/05 – 6/06

Receive a rigorous course of study by grade level in each of the federally mandated catetgories of reading instruction of the Voluntary State Curriculum and the Maryland Core Learning Goals

Guided reading instruction, inclusive of higher-level critical reading

Guided writing and language instruction

Guided R/ELA instruction adhering to the Curriculum Framework Progress Guides and the Standards for Excellence document

Receive opportunities to participate in advanced courses that will prepare the student for success at the college level in Reading/English Language Arts, including AP and IB courses

Receive a comprehensive core Reading/English Language Arts textbook with appropriate supplemental resources and technology to support all levels of Reading/English Language Arts ability

Receive formative and summative assessments resulting in targeted support based upon data that reflects the individual student’s needs, i.e. enrichment opportunities, distance learning opportunities for advanced courses, and support for struggling students to include small-group and one-to-one instruction

Receive mandated instructional time for learning:

90 minutes of R/ELA every other day(A-day/B-day schedule) in Grades 9-12

Receive instruction from teachers who have received continuous professional development grounded in research-based best practices

Receive access to PSAT/SAT Reading/English Language Arts training and HSA support

Receive aligned Curriculum Framework Progress Guide and sample lesson plans for grades 9-12 that address the Maryland Voluntary State Curriculum and Core Learning Goals

Receive textbook resources and other materials to support the curriculum

Receive timely data to make instructional decisions about students as a result of formative assessments

Receive access to instructional materials, resources and administrative support to address the needs of all students

Receive ongoing targeted professional development in strategies for reading, writing, and language usage

Receive opportunities to enroll in Distance Learning courses, on-line tutorials, college courses, Praxis tutorials, etc. to assist them with obtaining Maryland certification

Receive access to training for delivering advanced courses that meet the demands of rigor for students preparing for college

Utilize curriculum materials in conjunction with the Curriculum Framework Progress Guides for grades 9-12 that address the Maryland Voluntary State Curriculum and Core Learning Goals

Plan lessons individually and collaboratively using the CFPG Indicators, the Standards for Excellence document and make instructional decisions about students as a result of formative assessments

Apply questioning techniques that lead to higher level thinking and student discourse

Receive Curriculum Framework Progress Guides that are aligned to the Maryland Voluntary State Curriculum and the Maryland State Assessments and High School Assessments and Standards for Excellence tools for observation and planning for Reading/English Language Arts

Receive professional development on observing Reading/English Language Arts for appropriate instructional strategies and promoting best practices in reading and writing instruction to include:

Suggestions for teaching reading strategies and promoting independent reading

Suggestions for use of scoring tools as a part of writing instruction

Suggestions for teaching grammar and language usage

Suggestions for ways to incorporate the use of technology in reading and language arts instruction

Suggestions for ways to encourage and motivate daily home reading for at least 20 minutes.

Suggestions for ways to encourage and motivate daily writing at home.

Receive accurate data disaggregated by teacher and student to monitor the instructional program in the school, based upon formative assessments

Goal 1: Student Achievement Objective 1.1 Eliminating the Achievement Gap Reading/Language Arts



Strategy 1.1.1: Align curriculum, instruction, assessment and professional development with current Maryland Content Standards and the Voluntary State Curriculum, K-8.Activities Specific Targeted Population Students Will: Teachers Will: Administrators Will:

Activity 1: (continued) Receive differentiated extended day opportunities that include intervention and/or enrichment

Receive opportunities to participate verbally and through writing in an environment that promotes risk-taking as a learner

Receive encouragement to read for a minimum of 20 minutes at home on a daily basis

Receive encouragement to write at home on a daily basis

Use technology and other resources on a regular basis

McDougal Littell ancillary materials

MSDE website Display regularly updated

student work Promote a risk-taking and

problem-solving environment Encourage daily home reading

for at least 20 minutes Enroll students in the online

intervention programs and provide access to instructional materials and resources

Instruct, assign, grade, and give feedback to students on Selected Response(SR), Brief-Constructed Response (BCR), and Extended Constructed Response (ECR) items (as appropriate for specific grade levels)

Use core textbook and supplemental resources to differentiate instruction

InterActive Reader InterActive Reader with

Additional Support InterActive Reader for English

Learners Participate in ongoing

professional development to build their capacity to meet the needs of students and/or assist with obtaining Maryland certification

Access training for delivering advanced courses that meet the demands of rigor for students preparing for college

Sample Selected Response (SR), Brief-Constructed Response (BCR), and Extended Constructed Response (ECR) items (as appropriate for specific grade levels

Monitor use of Curriculum Framework Progress Guides, and Reading/English Language Arts materials and resources

Inventory and order instructional materials

Use the Standards for Excellence for observation and planning for Reading/ English Language Arts

Provide time in schedule for collaborative planning

Schedule Reading/ English Language Arts time as mandated: 90 minutes of R/ELA every other day(A-day/B-day schedule) in Grades 9-12

Facilitate instruction by providing timely feedback

Monitor timely display of regularly updated student work

Provide accurate data disaggregated by teacher and student to monitor the instructional program in the school based upon formative assessments

Provide facilities and monitor extend learning opportunities within the school

Inform parents of Extended Learning opportunities

Facilitate student enrollment of all extended learning opportunities

Communicate opportunities of professional development to staff

Designate Reading/English Language Arts leaders within the building to coordinate a Reading/ English Language Arts team and serve as a liaison to the central office

Goal 1: Student Achievement Objective 1.1 Eliminating The Achievement Gap Reading/Language Arts



Strategy 1.1.2: Develop and implement programs to strengthen the academic experiences of pre-kindergarten, kindergarten, and primary grades students to prevent early school failure. Activities Specific Targeted Population Students Will: Teachers Will: Administrators Will:

Activity 1: (continued) Attend and participate in professional development opportunities

Release teachers to attend professional development opportunities as they occur


Objective 5.1: Increase annually the percentage of students at each grade level being promoted to the next grade level.



Strategy 5.1.2: Strengthen elementary, middle, and high school programs to increase the number of students who are fully prepared for a challenging academic/career-centered program, who can successfully transition to and complete post-secondary education, advanced training, military or employment, creating a seamless transition from school to careers.

Activities Specific Targeted Population Students Will: Teachers Will: Administrators Will:Activity 2: Students enrolled in AP English courses will be engaged in daily activities from the AP curriculum frameworks that include lessons that have been aligned with the College Board AP curriculum.

Justification:

Why action was selected: align NN and Driver Action! Based on HSA, PSAT, and

benchmark data, students are performing below proficiency


Research based support:


Person Responsible/ Timeline:

Classroom TeachersDaily implementationTeacher CoordinatorsDepartment ChairsInstructional/Magnet Coordinators Bi-monthly for collaborative

planning Ongoing guidance Quarterly for overview of

curriculum frameworks and benchmark administration, scoring, analysis

PrincipalDaily informal monitoring

Timeline: 8/05– 6/06

Receive a rigorous course of study Guided reading instruction, inclusive

of independent reading, targeting higher-level critical reading

Guided writing and language instruction that incorporates advanced writing skills

Receive appropriate supplemental resources and technology to support preparation for the AP English exams.


90 minutes of R/ELA every other day(A-day/B-day schedule) in Grades 9-12

Receive instruction from teachers who have received professional development specific to instructional strategies for AP classes




Receive Curriculum Framework Progress Guide aligned with AP

Receive resources and other materials to support the curriculum

Receive ongoing targeted professional development in strategies for reading, writing, and language usage related to AP


Utilize curriculum materials in conjunction with the Curriculum Framework Progress Guides

Plan lessons individually and collaboratively using the CFPG Indicators, the Standards for Excellence document



Display regularly updated student work

Promote a risk-taking and problem-solving environment

Encourage daily home reading for at least 30 minutes

Enroll students in the online intervention programs and provide access to instructional materials and resources

Instruct, assign, grade, and give feedback to students on essays reflective of the AP exam

Use supplemental resources to differentiate instruction

Suggestions for ways to incorporate the use of technology in reading and language arts instruction

Suggestions for ways to encourage and motivate daily home reading for at least 30 minutes.

Suggestions for ways to encourage and motivate daily writing at home.

Receive accurate data disaggregated by teacher and student to monitor AP instruction

Sample responses to essays reflective of the AP exam

Monitor use of Curriculum Framework Progress Guides, and Reading/English Language Arts materials and resources


Use the Standards for Excellence for observation and planning for Reading/ English Language Arts


Schedule AP English Language Arts time as mandated: 90 minutes of R/ELA every other day(A-day/B-day schedule) in Grades 9-12




Designate an AP coordinator within the building to serve as a liaison to the central office


Objective 5.1: Increase annually the percentage of students at each grade level being promoted to the next grade level.

Strategy 5.1.2: Strengthen elementary, middle, and high school programs to increase the number of students who are fully prepared for a challenging academic/career-centered program, who can successfully transition to and complete post-secondary education, advanced training, military or employment, creating a seamless transition from school to careers.



Activities Specific Targeted Population Students Will: Teachers Will: Administrators Will:Activity 2: (continued) Attend and participate in

professional development opportunities pertaining to AP

Release teachers to attend professional development opportunities pertaining to AP as they occur



Goal 1: By 2013 – 2014, all students will reach high standards in core curricular areas, at a minimum attaining proficiency or better for each ESEA subgroup in reading/language arts and mathematics.






Activity 1: Students will be engaged in daily activities in Algebra I or Geometry using the curriculum frameworks that are aligned with the Maryland Content Standards and Core Learning Goals for mathematics and also aligned the content and format required on the SAT.

Justification:Why action was selected: Based on HSA, MSA, and benchmark

data, students are performing below proficiency


Research based support:National Council of Teachers of Mathematics Principles and standards (2000)

Grade Levels/Subgroups:Grades 9-12American Indian/Alaskan NativeAfrican AmericanHispanicSpecial EducationAsian/Pacific IslanderWhiteFree and Reduced MealsLimited English Proficient

Person Responsible:

Classroom TeachersDaily implementationMathematics Teacher/Coordinator Bi-monthly for collaborative



PrincipalOngoing classroom visits, observations

Timeline: 8/05-6/06

A rigorous course of study by grade level in each of the seven standards of the Voluntary State Curriculum PreK-8 and the Maryland Core Learning Goals for Algebra 1 Data/Analysis and Geometry

Receive a comprehensive core Mathematics textbook with appropriate resources, manipulatives, and calculator technology to support all levels of mathematics ability

Demonstrate their proficiency and thinking in mathematics through the use of SR, SPR, BCR, and ECR formats that utilize the appropriate mathematics vocabulary

Practice rubric scoring using AREA J; use the language and symbols of mathematics to explain and justify their thinking

Do classwork and homework assignments that will provide practice in problem solving, reasoning, communicating, and making connections in mathematics

Mandated instructional time for learning:Recommend 90 minutes uninterrupted time for Grades 9-12Targeted support based upon data that reflects the individual student’s needs, i.e. enrichment opportunities, distance learning opportunities for advanced courses, and Moving With Math to support struggling students

Receive opportunities to participate in advanced courses beyond Geometry, that will prepare the student for success at the college level in mathematics, including AP and IB courses

Access to PSAT/SAT mathematics training and MSA/HSA support including video tutorials on the PGCPS Cable Station

Differentiated extended day opportunities that include intervention and/or enrichmentInstruction from teachers who have received continuous professional development grounded in research based best practices

Engage in various activities that include the use of manipulatives, technology (calculators and computers) flexible grouping, and cooperative learning structures

Utilize curriculum materials in conjunction with the Curricular Framework Progress Guides for grades PreK-8, Algebra 1, Algebra 2 and Geometry that address the Maryland Voluntary State Curriculum and Core Learning Goals



Use manipulatives, technology, and other math tools on a regular basis

Display student centered bulletin boards, regularly updated student work, and interactive Word Wall

Promote a risk-taking and problem solving environment Enroll students in the online intervention programs and provide access to instructional materials and resources

Assign, grade, and give feedback on the Problem of the Week Student Packets using MSA/HSA rubrics

Integrate reading and writing strategies into lessons, assignments, and examinations

Use Mathematics Learning Centers to differentiate instructionParticipate in ongoing professional development to build their capacity to meet the needs of students and/or assist with obtaining Maryland certification


Monitor use of Curricular Framework Progress Guides, manipulatives, and mathematics tools

Inventory and order instructional materials, manipulatives, and tools as needed

Use the Standards for Excellence for observation and planning for Mathematics


Schedule uninterrupted math time for grades2-12

Facilitate instruction in a positive manner by providing timely feedback

Monitor timely display of bulletin boards, corrected and dated student work, and Problem of the Week in any classroom where mathematics is taught



Inform parents of extended learning opportunities

Facilitate student enrollment of all

extended learning opportunities Communicate opportunities of

professional development to staff Designate math leaders within the

building to coordinate a math team and serve as a liaison to the central office

Attend and participate in professional development opportunities







Activity 2: All students grades 9 –12 enrolled in mathematics will be engaged in daily activities developed by the classroom teacher according the curriculum frameworks using the DTA format. Specific modifications will be made in order to address student weaknesses.

Justification:Why action was selected: Based on HSA and benchmark data,

students are performing below proficiency


Research based support:National Council of Teachers of Mathematics Principles and Standards (2000)


Person Responsible:




PrincipalOngoing classroom visits/observations

Timeline: 8/05 -6/06






Mandated instructional time for learning:

Recommend 90 minutes uninterrupted time for Grades 9-12Targeted support based upon data that reflects the individual student’s needs, i.e. enrichment opportunities, distance learning opportunities for advanced courses, and Moving With Math to support struggling students



Differentiated extended day opportunities that include intervention and/or enrichment

Instruction from teachers who have received continuous professional development grounded in research based best practices


Utilize curriculum materials in conjunction with the Curricular Framework Progress Guides for grades 9-12, Algebra 1, Algebra 2 and Geometry that address the Maryland Voluntary State Curriculum and Core Learning Goals














Schedule uninterrupted math time for grades 9-12


Monitor timely display of bulletin boards, corrected and dated student work, and Problem of the Week in any classroom where mathematics is taughtProvide accurate data disaggregated by teacher and student to monitor the instructional program in the school based upon formative assessments




extended learning opportunitiesCommunicate opportunities of professional development to staff

Designate math leaders within the building to coordinate a math team and serve as a liaison to the central office





Strategy 1.1.3: Increase the inclusion of students with disabilities and address the special instructional, learning, and social-emotional needs of students identified as TAG to ensure the exceptional populations are included in the general curriculum and accountability programs.

Activities Specific Targeted Population Students Will: Teachers Will: Administrators Will:School Improvement Plan, 2005-2006 Central High School24


Activity 3 : Students in all subjects will be engaged in a variety of research-based instructional strategies such as differentiated instruction, flexible groupings, and reciprocal teaching that address the instructional needs of students with special needs.

Justification:Why action was selected: Based on HSA and benchmark data,





Person Timeline:

Classroom TeachersDaily implementationTeacher/CoordinatorsDepartment ChairsInstructional/Magnet Coordinators Bi-monthly for collaborative




Timeline: 8/05-6/06





Do classwork and homework assignments that will provide practice in problem solving, reasoning, communicating, and making connections in mathematics.

Mandated instructional time for learning:Recommend 90 minutes uninterrupted time for Grades 9-12Targeted support based upon data that reflects the individual student’s needs, i.e. enrichment opportunities, distance learning opportunities for advanced courses, and Moving With Math to support struggling students






















Monitor timely display of bulletin boards, corrected and dated student work, and Problem of the Week in any classroom where mathematics is taughtProvide accurate data disaggregated by teacher and student to monitor the instructional program in the school based upon formative assessments











Strategy 1.1.3: Increase the inclusion of students with disabilities and address the special instructional, learning, and social-emotional needs of students identified as TAG to ensure the exceptional populations are included in the general curriculum and accountability programs.

Activities Specific Targeted Population Students Will: Teachers Will: Administrators Will:



Activity 4: Students in all subjects will be engaged in weekly activities using manipulatives, software, calculators, textbooks, and other resources to strengthen problem solving strategies, practice real world applications, and reinforce mathematical concepts.

Justification:Why action was selected: align NN and Driver Action! Based on HSA and benchmark data,










Timeline: 8/04 – 6/05




Practice rubric scoring using AREA J; use the language and symbols of mathematics to explain and justify their thinking.


Mandated instructional time for learning: Recommend 90 minutes uninterrupted time for Grades 9-12Targeted support based upon data that reflects the individual student’s needs, i.e. enrichment opportunities, distance learning opportunities for advanced courses, and Moving With Math to support struggling students














Use Mathematics Learning Centers to differentiate instruction

Participate in ongoing professional development to build their capacity to meet the needs of students and/or assist with obtaining Maryland certification






















Strategy 1.1.1: Align curriculum, instruction, assessment and professional development with current Maryland Content Standards for English, mathematics, social studies, and science, inclusive of the Core Learning Goals and Career and Technology Connections.HSA Activities: Social Studies Specific Targeted Population Students Will: Teachers Will: Administrators Will:Activity 1: Students in Local, State and National Government will be engaged in daily activities using the curriculum frameworks that include lessons aligned with Voluntary State Curriculum (VSC), Maryland Content Standards (MCS) and Core Learning Goals (CLG) for Social Studies.

Justification:

Why action was selected: Based on HSA data and classroom

observations, students are performing below proficiency on the Government HSA according to state standards.


Research based support:National Council for the Social Studies, Social Studies Education


Person Responsible:

Classroom TeachersDailySocial Studies Teacher/Coordinator Monthly for collaborative planning Ongoing guidance Quarterly for overview of curriculum


PrincipalTimeline:8/05 – 6/06

Receive a rigorous course of study in the Local, State and National Government course that address the Voluntary State Curriculum and the Maryland Core Learning Goals

Guided Social Studies instruction adhering to the Curriculum Framework Progress Guide and the Standards for Excellence document

Guided reading and writing instruction, inclusive of higher-level critical reading

Guided critical thinking skills, inclusive of higher order thinking skills

Receive opportunities to participate in advanced courses that will prepare the student for success at the college level in Social Studies, including AP and IB courses

Receive a comprehensive core Social Studies textbook with appropriate supplemental resources and technology to support all levels of ability

Receive formative and summative assessments resulting in targeted support based upon data that reflects the individual student’s needs, i.e. enrichment opportunities, distance learning opportunities for advanced courses, and support for struggling students to include small-group and one-to-one instruction


90 minutes of Social Studies every other day(A-day/B-day schedule)

Receive aligned Curriculum Framework Progress Guide and sample lesson plans for Local, State and National Government that address the Maryland Voluntary State Curriculum and Core Learning Goals

Receive textbook resources and other materials to support the curriculum



Receive ongoing targeted professional development in strategies for content and reading and writing strategies

Receive opportunities to enroll in Distance Learning courses, on-line tutorials, college courses, Praxis tutorials, etc. to assist them with obtaining Maryland certification


Utilize curriculum materials in conjunction with the Curriculum Framework Progress Guides for Local, State and National Government that address the Maryland Voluntary State Curriculum and Core Learning Goals

Receive Curriculum Framework Progress Guide for Local, State and National Government that is aligned to the Maryland Voluntary State Curriculum and Core Learning Goals and Standards for Excellence tools for observation and planning for Social Studies

Receive professional development on observing Social Studies for appropriate instructional strategies to include:

Suggestions for use of incorporating reading strategies into all lessons

Suggestions for use of primary sources, political cartoons and current events as a part of the daily instruction

Suggestions for use of scoring tools as a part of writing instruction

Suggestions for ways to incorporate the use of technology in Social Studies instruction

Suggestions for ways to encourage and motivate daily home reading for at least 20 minutes

Suggestions for ways to encourage and motivate daily writing






HSA Activities: Social Studies Specific Targeted Population Students Will: Teachers Will: Administrators Will: Receive instruction from

teachers who have received continuous professional development grounded in research-based best practices

Receive access to training and HSA support

Receive differentiated extended day opportunities that include intervention and/or enrichment







o Glencoe/McGraw Hill ancillary materials

o MSDE website

Display regularly updated student work

Promote a risk-taking and problem-solving environment

Encourage daily home reading and writing for at least 20 minutes


Instruct, assign, grade, and give feedback to students on Selected Response(SR), Brief-Constructed Response (BCR), and Extended Constructed Response (ECR) items

Use core textbook and supplemental resources to differentiate instruction

o Active Reading and Note taking

o Reading Essentials and Study Guide


Receive accurate data disaggregated by teacher and student to monitor the instructional program in the school, based upon formative assessments

Sample Selected Response (SR), Brief-Constructed Response (BCR), and Extended Constructed Response (ECR) items

Monitor use of Curriculum Framework Progress Guide for Local, State and National Government, along with materials and resources


Use the Standard for Excellence for observation and planning for Social Studies


Schedule Social Studies time as mandated: 90 minutes every other day(A-day/B-day schedule)




Provide facilities and monitor extend learning opportunities






HSA Activities: Social Studies Specific Targeted Population Students Will: Teachers Will: Administrators Will: Access training for

delivering advanced courses that meet the demands of rigor for students preparing for college




Designate Social Studies leaders within the building to coordinate a Social Studies team and serve as a liaison to the central office


Release teachers to professional development opportunities as they occur



Goal 2: All English Language Learners (ELL) will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Objective 2.1: Increase annually the percent of ELL students who are at or above the proficient level on the state’s assessments in Reading/Language Arts and mathematics.

Strategy 2.1.2: Implement a mathematics program to strengthen the academic experiences of ELL students.Activities Specific Targeted Population Students Will: Teachers Will: Administrators Will:

Activity 5: ELL students will use the sheltered curriculum on a daily basis. Students will be provided with strategies focusing on key word concepts in Algebra I and Geometry.

Justification:Why action was selected: align NN and Driver Action! Based on HSA and benchmark

data, students are performing below proficiency


Research based support:National Council of Teachers of Mathematics Principals and Standards (2000)







Timeline: 8/05-6/06






Mandated instructional time for learning:Recommend 90 minutes uninterrupted time for Grades 9-12

Targeted support based upon data that reflects the individual student’s needs, i.e. enrichment opportunities, distance learning opportunities for advanced courses, and Moving With Math to support struggling students











Promote a risk-taking and problem solving environment




Use Mathematics Learning Centers to differentiate instruction





















Goal 1: By 2013 – 2014, all students will reach high standards in core curricular areas, at a minimum attaining proficiency or better for each ESEA subgroup in reading/language arts and mathematics.Objective 1.1: Increase annually the percentage of white, African American, Hispanic, Asian and Native American, low-income, special education and LEP students who are at or above the proficient level in core curricular areas, as measured by all State assessments and the College Board Examinations (such as SAT and AP) through strengthening programs for students in pre-kindergarten through grade 12. Strategy 1.1.1: Align curriculum, instruction, assessment and professional development with current Maryland Content Standards for English, mathematics, social studies, and science, inclusive of the Core Learning Goals and Career and Technology Connections.HSA Activities: English Specific Targeted Population Students Will: Teachers Will: Administrators Will:Activity 1: Students in Biology will be engaged in daily activities using the curriculum frameworks that include lessons aligned with Maryland Core Learning Goals (CLG) for Biology.

Justification:

Why action was selected: Based on HSA and classroom observations, students are

performing below proficiency in biology. Need to raise performance levels by providing teachers

with ongoing professional development including: developing meaningful tasks with appropriate criteria, analyzing student work for instructional planning, and providing a level of rigor for all identified subgroups.

Research based support:


Person Responsible:

Classroom TeachersDailyScience Teacher/Coordinator Bimonthly for collaborative planning Ongoing guidance Quarterly for overview of curriculum


PrincipalTimeline:8/05 – 6/06

Receive a rigorous course of study by grade level in Biology

Receive opportunities to participate in advanced courses advanced placement (AP) and Honors courses

Receive a comprehensive core science textbook with appropriate resources, scientific tools, and technology to support all levels of science ability

Receive targeted support based upon data that reflects the individual student’s needs, i.e. enrichment opportunities (Saturday school)

Receive appropriate instructional time for learning:

Recommend 90 minutes every other day for 9 - 12

Receive instruction from teachers who have received continuous professional development grounded in research based best practices

Receive access to courses that will prepare the student for success at the college level in science

Receive differentiated extended day opportunities that include intervention and/or enrichment

Receive aligned Curricular Framework Progress Guide and sample lesson plans for grades PreK-8, Conceptual Physics, Biology, and Chemistry that address the Maryland Voluntary State Curriculum and Core Learning Goals

Receive ongoing targeted professional development in constructed responses, the use of scientific tools and strategies to deliver science content to build their capacity to meet the needs of students



Receive schedule of opportunities to the Howard B. Owens Science Center

Receive opportunities to enroll in college courses, Praxis tutorials, etc. to assist them with obtaining Maryland certification


Utilize curriculum materials in conjunction with the Curricular Framework Progress Guides for Biology that address the Maryland Core Learning Goal

Plan lessons individually and collaboratively using the Curricular Framework Progress Guides, the Standards For Excellence document and make instructional decisions about students as a result of formative assessments

Receive curricular Framework Progress Guides that are aligned to the Maryland Voluntary State Curriculum and the Maryland State Assessments and High School Assessments

Receive Standards for Excellence tools for observation and planning for Science

Receive professional development on observing science for appropriate instructional strategies and the use of scientific tools

Receive accurate data to monitor the instructional program in the school based upon formative assessments

Receive schedule of opportunities to the Howard B. Owens Science Center

Inventory and order instructional materials, science equipment, and consumables as needed

Monitor use of Curricular Framework Progress Guides, and scientific tools

Use the Standard for Excellence for observation and planning for Science





Non Negotiable Activities High SchoolGoal 1: By 2013 – 2014, all students will reach high standards in core curricular areas, at a minimum attaining proficiency or better for each ESEA subgroup in reading/language arts and mathematics.


Strategy 1.1.1: Align curriculum, instruction, assessment and professional development with current Maryland Content Standards for English, mathematics, social studies, and science, inclusive of the Core Learning Goals and Career and Technology Connections.HSA Activities: English Specific Targeted Population Students Will: Teachers Will: Administrators Will:

Use the 5E teaching/learning cycle for delivering instruction

Promote inquiry based instruction

Use scientific tools and technology on a regular basis


Integrate mathematics, reading and writing strategies into lessons, assignments, and examinations

Participate in scheduled trips to the Howard B. Owens Science Center

Display student centered bulletin boards, regularly updated student work, and interactive Word Walls

Use science process skills repeatedly and in a number of contexts

Promote a risk-taking and problem solving environment



Provide accurate data to monitor the instructional program in the school based upon formative assessments

Schedule appropriate time for teaching science

Monitor timely display of bulletin boards, corrected and dated student work in any classroom where science is taught.


Designate science leaders within the building to coordinate a science team and serve as a liaison to the central office





Section III. B. Activities for Improved Subgroup PerformanceReading/English/Language Arts

Activity Justification Specific Targeted Population Person(s) Responsible Budget/ Funding SourceGoal: 1Objective:1:1Strategy:1.1.1

Activity: 1.Students in English/Language Arts classes (grades 9-10) will read daily, discuss texts using critical and analytical thinking skills, analyze literary aspects to enhance comprehension, and relate readings to their lives in order to improve their reading, writing, thinking, and speaking skills. Students will complete SRs, write BCRs and ECRs to demonstrate their skills from the small and large group interactions.

Implementation Timeline:August 2005 - May 2006

Why action was selected:

To meet the needs of students who did not make AYP because they either did not meet the 2004 AMO or because they met AYP with the confidence interval.

School data supporting action:AMO

AMOReading Grade 10

AMO 2003 2004 2005Target 42.9% 45.5% 53.3%School 41.1% 40.7% tbd

Research-based support:Quality Schools Strategic ProgramCore Curricula Framework

Subgroups/Grade Levels:

African AmericanHispanicFree and Reduced Priced MealSpecial EducationLimited English Proficient

Anticipated ResultsExpected measurable goals:All students in the aggregate will meet MSDE intermediate goals for 2006 in reading. At a minimum, there will be a 10% decrease in the number of students scoring below proficient.

Problems to be addressed to attain results:Professional DevelopmentMonitoringLesson PlanningAttendanceRigorous instruction based on the Standards for Excellence and The VSC

School-based person/department responsible for implementation and monitoring:

*English Teacher Coordinator English Teachers (to include ESOL and Special Education)Reading Specialist

How school system will support the activity:

Provide Professional Development Identify and provide appropriate supplementary instructional materialsEnglish Teacher Coordinator will monitor and provide support.

SOR

Instructional ClassroomTeacher Supplies

$3000

Professional Development Resource Materials

$525

Light snacks for meetings$200

Substitutes$1000

*Please identify the lead person responsible for implementation of the activity with an asterisk.




Activity: 2.Students in English/Language Arts classes (grades 9-10) will use technology to improve skills in the following areas:Accessing and retrieving informationDrafting and revising original textsProducing projects and reports





AMOReading Grade 10





Anticipated ResultsExpected measurable goals:

All students in the aggregate will meet MSDE intermediate goals for 2006 in reading. At a minimum, there will be a 10% decrease in the number of students scoring below proficient.

.



*English Teacher Coordinator*Technology Coordinator*Library Media SpecialistEnglish Teachers (to include ESOL and Special Education)


Provide Professional DevelopmentIdentify and provide appropriate supplementary instructional materialsEnglish Teacher Coordinator will monitor and provide support.

SOR


$3000

Education Communication Supplies

$2000


$525


Substitutes$1000

Activity Justification Specific Targeted Population Person(s) Responsible Budget/ Funding Source

SOR



Goal: 1Objective: 1.1Strategy: 1.1.1

Activity: 3Provide extended learning opportunities for Special Education students using high interest/low ability reading series, constructivism approach to learning, and differential instruction.

Implementation Timeline:August 2005 – May 2006


To meet the needs of Special Education students who did not make AYP because they either did not meet the 2004 AMO or because they met AYP with the confidence interval.


AMOReading Grade 10



Subgroups/Grade LevelsSpecial Education

Anticipated Results

Expected measurable goals:All students in the aggregate will meet MSDE intermediate goals for 2006 in reading.

Problems to be addressed to attain results:Professional DevelopmentMonitoringTeacher ParticipationLesson PlanningAttendanceRigorous instruction based on the Standards for Excellence and The VSC


*Special Education Department ChairpersonSpecial Education TeachersReading Specialist


Provide Professional DevelopmentIdentify and provide appropriate supplementary instructional materialsSpecial Education Chairperson will monitor and provide support.


$3000


$2500


Substitutes$1000

Transportation$10,000





Activity: 4Students in Geometry will use math vocabulary and relevant examples in order to read and analyze math word problems. Following these activites, students will be engaged in writing BCRs and ECRs consistent with the MSA/HSA format.





AMOMathematics

Grade 10AMO 2003 2004 2005

Target 20.9% 27.5% 40.7%School 7.8% 6.8% 11.2%




Anticipated ResultsExpected measurable goals:All students in the aggregate will meet MSDE intermediate goals for 2006 in mathematics.. At a minimum, there will be a 10% decrease in the number of students scoring below proficient,.



*Mathematics Teacher CoordinatorReading SpecialistMathematics Teachers


Provide Professional DevelopmentIdentify and provide appropriate supplementary instructional materialsMathematics Teacher Coordinator will monitor and provide support.

SOR


$3000


$2500


Substitutes$1000

Activity Justification Specific Targeted Population Person(s) Responsible Budget/ Funding Source

Goal: 7 SOR



Objective: 7.1Strategy: 7.1.1

Activity: 5Family, school personnel, and other community members will participate in Math Nights. Special Education personnel will inform them of the objectives and goals of the VSC. In turn, they will learn and practice the mathematics skills that support the objectives and goals in order to assist students.

Implementation Timeline:

August 2005-June 2006


To meet the needs of Special Education students who did not make AYP because they either did not meet the 2005 AMO or because they met AYP with the confidence interval.

School data supporting action:

AMOMathematics Grade 10

AMO 2003 2004 2005Target 20.9% 27.5% 40.7%School 7.8% 6.6% 11.2%

Research-based support:As recommended by the Special Education Department


Special Education

Anticipated ResultsExpected measurable goals:All students in the aggregate will meet MSDE intermediate goals for 2006 in mathematics. At a minimum, there will be a 10% decrease in the number of students scoring below proficient.

Problems to be addressed to attain results:Professional DevelopmentMonitoringTeacher ParticipationLesson PlanningAttendanceRigorous instruction based on the Standards for Excellence and The VSC


*Special Education Department ChairpersonSpecial Education teachersMath Teacher Coordinator


Provide Professional DevelopmentIdentify and provide appropriate supplementary instructional materialsSpecial Education Chairperson will monitor and provide support..


$3000


$2000


$2500


Substitutes$1000

Parents’ Workshop$200



Section III. B. Activities for Improved Subgroup PerformanceAttendance

Activity Justification Specific Targeted Population Person(s) Responsible Budget/ Funding SourceGoal: 5Objective: 5.1Strategy: 5.1.2

Activity: 6Students and parents will be informed of Central High School’s Attendance Policy and Procedures (available on Blackboard, in Student Agenda Books, and Parent Handbooks). Attendance will be monitored daily to identify students who have chronic absences. The attendance secretary will activate the EASYCALL system daily to notify parents of their child’s absence from school. Principal will meet with those students and their parents to apprise them of the school’s attendance policy. To improve attendance, students will be recognized quarterly through assemblies, monthly school newsletter, and public acknowledgments of perfect attendance. Students will be made aware of the importance of good attendance and its impact on graduation, future education, and the world of work through presentations made by guest speakers on Career Day, classroom teachers, guidance counselors, and administration.Implementation Timeline:August 2005-June 2006


MSA data, in-house assessment results (e.g., quarterly report card grades, discipline referrals, and benchmarks), and teacher observations suggest a correlation between attendance and achievement.

School data supporting action:

MSA Attendance Data2005

All 89.1%Am. Indian 93.6%Asian 91.2%African Am. 89.1%White 92.1%Hispanic 87.4%FARM 88.6%Spec. Ed. 84.8%LEP 91.3%

State Satisfactory Standard = 94%.

Research-based support:Quality Schools Strategic Program


American IndianAsianAfrican AmericanWhiteHispanicFree and Reduced Priced MealSpecial EducationLimited English Proficient

Anticipated ResultsExpected measurable goals:All students in the aggregate will meet MSDE intermediate goals for 2006.

Problems to be addressed to attain results:Student reluctance/resistance to modify behaviorReliability of the EASYCALL systemWillingness of parents to respond to school contacts and attend school meetingsAvailability of funds to support incentive programs


*PrincipalAssistant PrincipalsPupil Personnel WorkerGuidance CounselorsClassroom TeachersAttendance Secretary


Region III Office will monitor and provide support.

SOR

Students’ Agenda Books


$2000

Printing of students’ and parents’ handbooks

$2500

Honor Roll Awards$1000

Attendance Awards$1900

Postage and Mailing$2000

Light snacks for parents’ workshops $200


Section IV. Quarterly School Improvement Monitoring Tool 2005 –2006

School: Central High School Region: III

MANAGEMENT SYSTEMNarrative

The members of the School Improvement (SIT)/School Planning and Management Team (SPMT) are the principal, an assistant principal, teacher coordinators, department chairpersons, the testing coordinator, the reading specialist, the technology coordinator, the media specialist, the Humanities and International Studies coordinator, the French Immersion coordinator, the International Baccalaureate coordinator, and a parent representative. The principal will provide agendas for each meeting that include review of minutes, committee reports, monitoring of the school improvement plan, and other items. Minutes of each meeting will be shared with the entire staff by e-mail. The SIT/SPMT will meet the fourth Monday of each month. The meeting dates are August 29, September 26, October 24, November 28, December 20, January 30, February 27, March 27, April 24, and May 16. The last meeting will be June 5. The team will meet on additional dates as necessary. The monitoring tool for the school improvement plan will be completed quarterly on October 3, December 12, February 27, and May 15.

The School Improvement Plan Manager is responsible for organizing the team into work groups, assigning tasks, monitoring plan development activities, disseminating information regarding changes in the plan to all stakeholders, preparing agendas and memoranda, and assembling the final draft of the plan. Team members are responsible for holding departmental meetings to discuss strategies and actions.

In addition to minutes from each SIT/SPMT meeting, faculty and other stakeholders will receive attendance data, test score data, PS-74 data, and suspension data as available. A news release of SIP information will be provided to the school newspaper for each published issue and newsletters with SIP information will be distributed to the homes of students. The SIT/SPMT will have a showcase to display information concerning the School Improvement Plan. Copies of the plan will be placed in the Library Media Center and will also be available on Blackboard and on the school’s website.

The principal and team members will ensure that all content standards are taught prior to scheduled exams by monitoring the pacing of the taught curriculum against that of the prescribed curriculum established in the PGCPS’s Curriculum Frameworks.


Strategy/Activity(rief description)

ReferencePage Number in School

Improvement Plan (If applicable)

StartDate

Evaluation

Date

Instrument Used to Determine Activity

Effectiveness /Results

Person(s) Responsible for

Monitoringand

Process for Monitoring

Level of Implementation What are the barriers or obstacles in implementing the activity?

Discuss contributing factors for the student outcomes. Based on the results (data), what are your next steps to increase student

achievement?

43210

ExemplaryFullyLimitedLow LevelNo Evidence

Strategy: 1.1.1Activity: 1

Students in English/Language Arts classes (grades 9-10) will read daily, discuss texts using critical and analytical thinking skills, analyze literary aspects to enhance comprehension, and relate readings to their lives in order to improve their reading, writing, thinking, and speaking skills. Students will complete SRs, write BCRs and ECRs to demonstrate their skills from the small and large group interactions.

Page: 33

Strategy:1.1.4Activity: 2.

Students in English/Language Arts classes (grades 9-10) will use technology to improve skills in the following areas:Accessing and retrieving informationDrafting and revising original textsProducing projects and reports

Page 34

8/22 10/3 A. Instruments Used:

BenchmarksSchool RecordsStudent Work SamplesTeacher Observations

B. Results (include data):

A. Instruments Used:



A. Person(s) Responsible:

English Teacher CoordinatorReading SpecialistEnglish Teachers

B. Process for Monitoring:

English Department MeetingsMonthly SPMTQuarterly Data Utilization


English Teacher CoordinatorReading SpecialistEnglish TeachersTechnology CoordinatorLibrary Media Specialist


English Department MeetingsMonthly SPMTQuarterly Data Utilization

Barriers/Obstacles & Contributing Factors:

Next Steps:


Next Steps:


rategy/Activity(brief description)



StartDate

Evaluation

Date




Monitoringand




achievement?

43210



Provide extended learning opportunities for Special Education students using high interest/low ability reading series, constructivism approach to learning, and differential instruction.

Page: 35





Special Education Department ChairSpecial Education TeachersReading Specialist


Special Education Department MeetingsMonthly SPMTQuarterly Data Utilization


Next Steps:


Strategy/Activity(brief description)



StartDate

Evaluation

Date




Monitoringand




achievement?

43210


Strategy:1.1.1Activity: 4

Students in Geometry will use math vocabulary and relevant examples in order to read and analyze math word problems. Following these activities, students will be engaged in writing BCRs and ECRs consistent with the MSA/HSA format.

Page 36





Math Teacher CoordinatorReading SpecialistMath Teachers


Math Department MeetingsMonthly SPMTQuarterly Data Utilization


Next Steps:





StartDate

Evaluation

Date




Monitoringand




achievement?

43210



Family, school personnel, and other community members will participate in Math Nights. Special Education personnel will inform them of the objectives and goals of the VSC. In turn, they will learn and practice the mathematics skills that support the objectives and goals in order to assist students.

Page 37


School RecordsStudent Work SamplesTeacher Observations



Special Education Department ChairpersonSpecial Education TeachersMath Teacher Coordinator


Special Education Department MeetingsMonthly SPMTQuarterly Data Utilization


Next Steps:





StartDate

Evaluation

Date




Monitoringand




achievement?

43210



Students and parents will be informed of Central High School’s Attendance Policy and Procedures (available on Blackboard, in Student Agenda Books, and Parent Handbooks). Attendance will be monitored daily to identify students who have chronic absences. The attendance secretary will activate the EASYCALL system daily to notify parents of their child’s absence from school. Principal will meet with those students and their parents to apprise them of the school’s attendance policy. To improve attendance, students will be recognized quarterly through assemblies, monthly school newsletter, and public acknowledgments of perfect attendance. Students will be made aware of the importance of good attendance and its impact on graduation, future education, and the world of work through presentations made by guest speakers on Career Day, classroom teachers, guidance counselors, and administration.


Daily Attendance RecordsTeacher Observations



PrincipalAssistant PrincipalsPupil Personnel WorkerGuidance CounselorsClassroom TeachersAttendance Secretary


Monthly SPMTQuarterly Data Utilization


Next Steps:

Section V. Professional Development Calendar

StrategicPlan Goal

Professional Development ActivityList the targeted subgroup(s)

supported by the activity.

Start Dateand

End Date

Evidence of Successful Implementation

Person(s)Responsible

Audience Follow-up Activityand

Date or Timeline

Goal 1

Training in using reading comprehension strategies and in developing critical thinking skills. Training in writing BCRs and ECRs.

Targeted subgroups: African American, Hispanic, FARM, Special Education, and LEP students

August 2005/June 2006

Formal and Informal observations of strategies and skills used by teachers.

*English Teacher CoordinatorReading Specialist

Grades 9 and 10 English/ Language Arts teachers (to include ESOL and Special Education)

Meetings with teachers to discuss and share implementation of reading comprehension, critical thinking skills, and ECR and BCR writing strategies.

One Tuesday a month

Goal 1

Training in using technology to access and retrieve information, to draft and revise original texts, and produce projects and reports.

Targeted subgroups: African American, Hispanic, FARM, Special Education, and LEP students

September 2005/March 2006

Teachers’ successful infusion of technology into instruction as observed both formally and informally.

*English Teacher CoordinatorTechnology CoordinatorLibrary Media Specialist

Grades 9 and 10 English/ Language Arts teachers (to include ESOL and Special Education)

Post conferences with Technology Coordinator and Library Media Specialist to evaluate the effectiveness of the instruction on an ongoing basis.

Goal 1

Training in using high interest/low ability reading series, constructivism approach to learning, and differential instruction.

Targeted subgroup: Special Education students

October 2005/ May 2006

Formal and Informal observations of the use of constructivist and differential learning strategies.

Regional Special Education Specialist*Special Education Department ChairpersonReading Specialist

Special Education teachers

Meetings with teachers to discuss and share the use of constructivist and differential instructional strategies on an ongoing basis.

Goal 1Training in using math vocabulary and relevant examples to read and analyze math word problems to write BCRs and ECRs.

Targeted subgroup: African American, Hispanic, FARM, Special Education, and LEP students.

August 2005/June 2006

Formal and Informal observations of strategies and skills used by teachers.

*Math Teacher CoordinatorReading Specialist

Geometry teachersMeetings with teachers to discuss and share implementation of reading comprehension, critical thinking skills, and ECR and BCR writing strategies.

One Tuesday a month

Goal 7

Informing of the objectives and goals of the VSC and training in the requisite mathematics skills.

Targeted subgroup: Special Education students.

October 2005/ April 2006

Formal and Informal observations of students’ mathematical skills.

*Special Education Department ChairpersonSpecial Education TeachersMath Teacher Coordinator

Parents and other community members

Communications with parents and other community members to answer questions and discuss their practices in the use of mathematics skills on an ongoing basis.


Section V. Professional Development Calendar

Goal 5Informing of attendance policy, attendance procedures, and the methods intended to promote good attendance.

Targeted subgroup: American Indian, Asian, African American, White, Hispanic, FARM, Special Education, and LEP students.

August 2005/ June 2006

Improved attendance rate.

* Principal Assistant Principals Pupil Personnel WorkerGuidance CounselorsClassroom TeachersAttendance Secretary

StudentsParents and other community members

Follow-up meetings with students, parents, and other community members to clarify attendance policy and procedure concerns on an ongoing basis.

* Please indicate the lead person responsible for implementing the activity with an asterisk.


Section VI. FY – 2006 BUDGET PLAN WORKSHEET

Budget

Line Item Number

Strategic Plan Goal

SIP Page

NumberDescription SOR

Schools In Improvemen

tTitle I Other

PT Instructional Salaries/Subs. and Workshops

1 1 33-37 Substitutes to provide coverage during Pro. Dev. 1000Transportation

(School Activity – Yellow Bus Only)2 1 35 After School Program 10,000

Student Supplies3 5 38 Students’ Agenda Books 2500

Classroom Teacher Supplies

4 1 33,34Miscellaneous supplemental materials for instruction for Reading/Language Arts 3000

5 1 36,37Miscellaneous supplemental materials for instruction for mathematics

3000

Communications6 5 ,38 Outside Printing 25007 5 36,37,38 Postage and Delivery 2000

Awards & Recognition8 1,5 38 Attendance awards 10009 1,5 38 Honor roll 1900

Staff Development Supplies10 1,,7 33-38 Workshop Materials 250011 1,7 33-38 Light snacks for meetings 200

Food and Food Products (No Catering)12 1,5 38 Light snacks for parents’ workshops 200


Section VII. Roster/School Improvement Team Signature SheetThe roster must be submitted by pony to the Department of School Improvement and Accountability.

The name and title of each member of the SIT should be typed, and then signed and dated on the signature sheet.

Plan Submittal Sheet for School Improvement Plan Update for 2005-2006

School/Number: 18310

Date of Submittal: September 30, 2005 Telephone Number: 301 499-7080

We, the undersigned members of the School Improvement Team, have reviewed and approved theattached Annual Update for Central High School.

Name Title Signature & Date

Sandra Arnold Library Media Specialist

Floyd BarnesTechnology Education Department Chairperson

Patricia Bradford English Teacher Coordinator

Yvonne BrauerPhysical Education Department Chairperson

Dorothy BrownSocial Studies Teacher Coordinator

Marilyn Brown Reading Specialist

Nathan BurnsBusiness Department Chairperson

Mary Compton

Family and Consumer Sciences Department Chairperson

Richard Diggs Art Department Chairperson

Joseph DortchAFJROTC Department Chairperson

Earnadette FarrarSpecial Education Department Chairperson

Jay FriedenbergInternational Baccalaureate Coordinator/Plan Manager

Patricia Gregory Testing Coordinator

Robert Henderson Parent

Michael HobsonESOL Department Chairperson

Fletcher James Principal

School Improvement Plan, 2005-2006 48 Central High School

Section VII. Roster/School Improvement Team Signature SheetThe roster must be submitted by pony to the Department of School Improvement and Accountability.

Name Title Signature & Date

David LemmondHumanities and International Studies Coordinator

Michale OluwoMathematics Teacher Coordinator

Kim SimmonsSchool-Based Technology Coordinator

Norm SugarGuidance Department Chairperson

Brian TaylorScience Teacher Coordinator

Phelena Washington Assistant Principal

Isaac Yehiel

French Immersion Coordinator/Foreign Language Department Chairperson

School Improvement Plan, 2005-2006 49 Central High School

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