School Improvement Plan - Western High School

Western High School
NCA School Profile and Improvement Plan
August 2014
Western High School
2600 South 600 W
Russiaville, IN 46979
Table of Contents
Western School Corporation
NCA School Improvement Leadership Team/Goal Action Teams
Western High School Faculty
Introduction
 School Community Profile
Mission Statement, Vision, and Beliefs
Summary of Data and Related Information
 School Population
 Program Types
 Graduate Status
 Advanced
Placement
 Vocational Enrollment
 Teacher Demographics
 School Records – Attendance
 Testing – SAT
 Testing – ACT
 Testing – Core 40
 Testing – PSAT
 Disciplinary Records
 Community Data – Environmental Scan data
 Parent Survey
 Faculty & Student Survey
 Instructional Strategies Survey
 Graduate Survey
 Additional Information
o Curriculum
o Parent Involvement
o Technology
o Safety
o Professional Development
Goal identification and Action Plan
 Areas of Immediate Need
Three Year goal Action Plan
 Goal #1: Reading Performance
 Goal #2: Attendance
 Goal #3: Graduation Rate
Western’s WEB (Wednesday Enrichment Block)
 Three-Year Timeline Summary
 Benchmarks for Progress
Appendix
Data Collection Instrument # 1: Parent Survey
Data collection Instrument #2: Faculty Survey
Data Collection Instrument #3: Student Survey
Data Collection Instrument #4: Instructional Strategies Survey
Data Collection Instrument #5: Graduate Survey
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Western School Corporation
Central Administration
 Mr. Randy McCracken, Superintendent
 Dr. Heather Hendrich, Director of Buildings, Grounds, & Transportation
 Ms. Lissa Stranahan, Director of Exceptional Learners and Testing
 Mr. Craig Shearer, Technology Director
 Mrs. Pam Carter, Director of Finance
 Mrs. Carrie Mote, Deputy Treasurer
 Ms. Emily Klingler, Director of Food Services
School Board Members
 Mrs. Linda Singer
 Mr. Donald Wells
 Mr. J Conrad Maugans
 Mr. Michael Koloszar
 Mr. Harry Kenworthy
 Mrs. Donna Shepherd
 Mr. John Marley
High School
 Mr. Richard E. Davis, Principal
 ___________________, Assistant Principal
 Mr. Joshua Larsh, Athletic Director
 Mrs. Sherry Yazel, Counselor
 Mrs. Jessica Cantlon, Counselor
 Mrs. Brenda Strunk, High School Nurse/Director of Nursing
 Mrs. Pat Waterman, High School Media Center Head Librarian
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NCA School Improvement Leadership Team
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Richard E. Davis, Principal
Cindy Lester, Teacher/Chair
Joni McCracken, Teacher/Chair
Ann Funk, Teacher/Chair
Allyson Gordon, Teacher
Roger Guinn, Teacher
Carla Smith, Teacher
Pat Waterman, Media Specialist
Sherry Yazel, Guidance Counselor,
Jessica Cantlon, Guidance Counselor
Angie Heston, Teacher
Elizabeth Tolle, Teacher
Andrew Bowers, Teacher
Joe Orr, Teacher
Bradley Coon, Parent
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Western High School Faculty
Agriculture
Amy Sutton
Art
Livia Briar
Chelsie Lawson
Business
Joni McCracken
Kim Showers
English
Dee Emmons
Allyson Gordon
Jennifer Nahlik
Carla Smith
Diane Snyder
Marc Vester
Fran Walker
Family and Consumer Sciences
Sarah Kritzman
Foreign Language
Kerrie Bell
Sarah Boruff
Andrew Bowers
Jessica Coble
Ann Funk
Industrial Arts
Jacob Turner
Mathematics
Marvin Boswell
Cindy Lester
Gregg Lockwood
Emily Newton
Joe Orr
Jessica Rush
Cassie Schweitert
Music
Janel Baker
Brian Caldwell
Michelle Schneider
Keith Whitford
Physical Education and Health
Brad Bennett
Ron Jankovich
Bart Miller
Kim Showers
Elizabeth Tolle
Science
Georgia Everett
Josh Melton
Josie Miller
Adam Morelock
Daniel Newton
Social Studies
Quentin Brown
Matt Carver
Lacey Haseley
Keith Pearson
Brandon Shawhan
Special Education
Roger Guinn
Angie Heston
Kendra Metcalf
Emily Parry
Sherry Riley
Nicole Rodman
Western Alternative Learning Center
Alix Engle
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Introduction
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School Community Profile
Western School Corporation, which encompasses Harrison, Honey Creek, and
Monroe Townships, is located in southwestern Howard County. Howard County is
located 50 miles due north of Indianapolis, 130 miles southeast of Chicago, and 160
miles northwest of Cincinnati. Nearby Kokomo is the major city and serves as the county
seat. A portion of Harrison Township lies within Kokomo City limits. The smaller
Howard county towns of Alto, New London, Russiaville and West Middletown fall within
the Western School Corporation district. Of these, Russiaville is the largest. An elected
mayor governs Kokomo, while Russiaville has a Town Board composed of elected
officials. The Howard County Board of Commissioners governs the rural areas.
The 2010 population estimate of Howard County is approximately 82,752, a 2.6%
decrease since 2000. The 2010 census data reported that the ethnicity of Howard
County is comprised of 88.6% White, 6.9% Black, 2.7% Hispanic, 2.5% Multiracial, and
0.9% Asian persons. The majority of families in Western School Corporation speak
English, while 3.6% of the population speaks a language other than English at home.
The largest employers in Howard County are Chrysler LLC and Delphi
Corporations. Additional firms which employ substantial numbers of residents, include
Haynes International, Syndicate Sales, Coca Cola, Electronic Data Systems, two local
hospitals, and a plethora or restaurants and retail establishments. Agriculture, in the
nature of farms and orchards, also employ residents. With Lafayette, Carmel, and
Indianapolis within driving distance, many residents of Howard County commute to
their place of employment. Employment offered in close proximity, either locally or
through commuting, provides high school and college graduates with potential career
opportunities requiring a wide spectrum of knowledge and skills.
Unfortunately several of the manufacturing jobs in the area have been under
stress due to the recent economic downturn and the threat of bankruptcy surfaces on
occasion. The potential loss of these employers casts a significant shadow upon a
community that is known nationwide as a home to manufacturing. As of June 2014, the
unemployment rate for Howard County was 6.7%, which is significant decrease since the
highest unemployment rate seen in June 2009 of 20.5%. Even with the changes in the
job market, Howard County and its largest city and county seat of Kokomo maintain a
reputation for affordable living, low crime, excellent transportation access, good public
schools, proximity to community colleges and universities, an educated work force, and
low taxes.
According to 2010 census data, married-couple families comprise 52.7% of the
population in Howard County; 28.2 % of the population is listed as single parents with
the remaining 9.6% living alone. Approximately 15.1% of the families in Howard County
are living below the poverty level. Approximately, 85.5% of the adults in Howard County
have at least a high school diploma and 18.8 % have earned a bachelor’s degree or
higher. In 2009 the per capita income for those in Howard County was $23,729.
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Western Students come from broad and diverse backgrounds. The students
reside in various affluent or semi-affluent housing, small towns, farms, mobile home
parks, apartment complexes, or government-subsidized housing. The median value for
all owner-occupied housing units is $109,000. New housing built within the Western
district includes subdivisions with homes priced from $200,000. On the opposite end of
the spectrum are the several government-subsidized housing complexes. Builders
continue to break ground for more housing projects for families of all income levels.
This socio-economic diversity brings with it, for the students, both the difficulties and
perspectives that a view from these diverse backgrounds can encompass.
Western High School had 833 students at official enrollment date for the 20132014 school year. Ethnic background for the 2013-2014 school year: 88.4% of Western
Students were White, 3.6% black, 2.5% Hispanic, 1.7% Asian, 0.1% Native Hawaiian, and
3.4% Multiracial. Western High School’s socio-economic status is indicated through its
free and reduced lunch participants: 22% of the high school students received free or
reduced lunch and assistance with book rental fees during the 2013-2014 school year.
Western School Corporation is comprised of four school buildings in a campus
setting. In addition to Western High School, one will find Western Primary, Western
Intermediate, and Western Middle school on the campus. The original west end of the
high school was built in 1965 with additions in 1971 and 1981. The original west wing of
the building was torn down during the summer of 2008 as we have built a new wing to
the south that connects the high school to the Administration building and the oldest of
Western’s four gymnasiums. The new wing houses the science, math, foreign language,
social studies, and special education departments. The previous science rooms were
remodeled to accommodate the English department.
Western High School is arranged with each department having a basic area of
the building that is designated for their subject matter. This arrangement is
commonplace, easy to understand, and conducive to the sharing of resources and ideas.
Each classroom has at a minimum one internet connected computer for teacher use, a
telephone, projector screen, a ceiling mounted digital projector (a couple of rooms have
the projector on a cart), DVD/VCR combination player and sufficient student seating.
Several classrooms have document cameras and more are planned for the future. Some
classrooms have additional computer availability in the form of student workstations.
Two English classrooms have been equipped as 1:1 computer classrooms. Two
computer labs are available to accommodate teachers and students. One computer lab
is located on the second floor. The other is located in the Media Center. Additional
classrooms space includes science labs, a FACS lab, a journalism lab, two art rooms, two
industrial technology rooms, a band room, a choir room, a dance room, a large lecture
room, pool, weight room, locker rooms, and two gymnasiums.
After much research and discussion, in 2008-2009 Western High School
abandoned the trimester schedule and returned to a traditional two semester system.
The semesters are divided into two 9-week grading periods. The two 9-week grading
periods combined with a course final exam grade will reflect through a final grade the
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performance of a student in a course. The curriculum is highly varied as we have been
able to maintain courses beyond the core academic areas through our course offerings
in foreign language, the fine arts, industrial technology, agriculture, business, and family
and consumer science. Western students, in good standing with regard to attendance
and discipline, are eligible to attend the Kokomo Area Career Center for specific
vocational training.
Beginning with the class of 2010 Western High School students must earn an
Indiana Core40 Diploma. This is consistent with the current plans for the vast majority
of our students. In addition to the standard Core40, Western also offers the Core40
with Academic Honors, and the Core40 with Technical Honors. The only way that a
student may obtain a general diploma is for there to be a meeting between the school
and the parents where it is decided to “opt-out” of the Core40 Diploma track and
attempt to earn a General Diploma.
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Mission Statement, Vision, and Beliefs
Mission Statement
It is the mission of Western High School to provide all
students with an appropriate knowledge base so that they
can continue to learn and apply skills to become productive
citizens in an ever-changing world.
Vision
Educate, Engage, and Encourage students to Excel.
Belief Statements
 We believe learning is a life-long endeavor.
 We believe all students can learn, achieve, and succeed.
 We believe students should be encouraged to think critically,
synthesize information, develop decision-making skills, and
work collaboratively.
 We believe student motivation and acceptance of
responsibility are keys to student learning.
 We believe respect for self and others is essential
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Summary of Data and
Related Information
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School Population
Based upon official State data, the enrollment for 2013-2014 was 833 students. The
most obvious student population groups are gender based with the number of male
students nearly equal to the number of female students. A look at the ethnicity of
Western’s population indicates that Western has a student body that is predominately
white. The black student population has held steady or increased slightly each year.
The student population’s socio-economic status is indicated through its free and
reduced lunch participants: Twenty-two percent of Western Students received free or
reduced lunch and help with book rental fees. The percentage of students needing
assistance has increased steadily for the past several years.
Analysis
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The data indicates Western has a steady to slowly growing population that is fairly
stable with limited diversity. Although Western has generally experienced slow
increases in it’s minority population, by in large it remains a predominately white middle
class student body. We have seen a slow growth in the percentage of free and reduced
students.
Program Types
Career exploration is stressed during a student’s eighth grade year with follow-up
information gathered during their freshman year. The opportunity to take an
Orientation to Careers course is available at any time during their high school career.
During a student’s freshman year, he or she meets with a high school counselor to
discuss and develop the four-year plan which is based upon career interests and credit
requirements. All students are placed on a program track that will result in a minimum
of a Core 40 Diploma. The Core 40 with Academic Honors Diploma and the Core 40 with
Technical Honors Diploma are the more encouraged options. Every year, the four-year
plan is revisited as courses are scheduled and the student’s interests change. Students
who are struggling to find success on the Core 40 Diploma may through a meeting
between parents and the school opt out of this track and attempt to earn a General
Diploma. This diploma is only possible upon mutual agreement between the parents
and the school.
Western High School offers a variety of state approved courses that are applicable to
the Core 40 Diploma options. In all courses where Indiana State Standards exist, the
curriculum adheres to those standards. As stated above, counselors encourage all
students to challenge themselves to take courses that will help them achieve their
maximum potential and best prepare them for their future plans. Each course has a
curriculum that is initially prepared during textbook adoption. Adjustments and
modifications to this curriculum are made annually through a formal collaborative
process of curriculum mapping. Each teacher has a copy of the curriculum of the
courses they teach. Each department chair has a copy of all of the curriculum guides for
their department. Complete sets of the curriculum can be found in the offices of the
principal and the assistant superintendent. Additionally, the curriculum maps are
available to everyone via Western’s web site. Students and parents do not have the
same level of access as the teachers do, but they are still able to monitor the course
curriculum.
Students identified as needing special education services are educated in an inclusive
setting. In the fall of 2009 Western High School implemented a “life skills curriculum”
for special needs students who are unable to complete the requirements for a diploma.
The program, Western’s Educational Support into Transition (WEST), consists of
modified math, modified English, independent living, and career preparation courses.
These students will receive a certificate of completion and not a diploma. Additional
Life Skills classes are available for those students with the most severe disabilities.
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Remediation is offered during the school day through re-teaching by individual teachers
and through specialized (Content Area Focused Education) study halls taught by
instructional assistants. An after school session of these study halls is available for those
students without a study hall. Beginning with the 2013-2014 school year, a Student
Resource Time of 30 minutes was added to the school day for all students for a schoolwide time of studying, mentoring, and/or remediation.
Western has a strong honors program with honors courses offered in English,
mathematics, science, and world language. Advanced Placement classes in Calculus,
English Literature and Composition, US History, and Biology are also available to
students seeking extremely challenging class work. AP Statistics was added for the
2013-2014 school year and for 2014-2015 AP Japanese will be a course offering. An
ever-growing list of dual-credit courses are available for students who wish to receive
college credits as they complete their HS coursework. Current dual credit opportunities
include, ACP Composition, ACP Literature, ACP Chemistry, Anatomy & Physiology, Art
History, Honors Pre-Calculus, Honors Algebra II, AP Biology, and AP Statistics. Students
may also take courses not offered at Western at local universities during the school day.
Students who have interests in a vocational area have the opportunity to attend classes
at the Kokomo Area Career Center. Students enrolled in the vocational setting attend
partial days at Western allowing them to attend the Career Center for the remainder of
the day. Common areas of interest for Western Students at the Career Center include
but are not limited to courses in automotive repair, building trades, dental assistant,
nursing, culinary arts, and cosmetology.
Graduate Status
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Analysis
The data indicates that Western High School has had success in producing graduates
with a Core 40 diploma. Our four year cohort graduation rate of 92.1% for 2012-2013 is
the most recent verified data. At the end of the four years for the class of 2013, there
had been a total of six dropouts while 6 remained in school to earn their diploma.
Western has consistently graduated a significant number of students with the Academic
Honors Diploma. We have seen a shift to the Core 40 diploma among our Free and
Reduced student population and special education population. Examining the data
concerning Advanced Placement testing reveals an AP program that has had mixed
results. Generally speaking we are seeing an increase in the number of graduates who
have passed an AP test (score of 3 or above). The class of 2014 did not perform as well
with regard to AP testing as the previous graduating classes which is indicated by a drop
in the number of graduates taking an exam and the lower success rate. A factor in the
scores is related to the fact that the State of Indiana pays for all students to take the
exam in math and science courses. This allows students who normally would not have
taken the exam to take the exam. Western’s vocational enrollment at the Kokomo Area
Career Center increased steadily from 2006-2007 before leveling off in the 2009-10 and
2010-2011 school years, but rose again during the 2011-2012 school year. Since the
2011-12 school year the enrollment has been on a steady decline.
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Teacher Demographics
Western High School is fortunate to have a well-educated and reasonably balanced
faculty. The average experience is 11.9 years. The faculty is heavily weighted to those
who have 10 years or less of experience. These teachers and counselors make up 69%
of the teaching staff. The level of education of our staff is important to note as 51%
having obtained at least a Master’s Degree. The faculty has more female instructors
than male instructors. Several staff members have taught, or currently do teach, at the
postsecondary level. Staff members regularly attend conferences and workshops as a
component of professional development. Many teachers are members of professional
organizations and enrollment in graduate classes is commonplace for those requiring
continued education. The majority of the staff is involved with coaching and/or club
sponsorships in an extracurricular capacity.
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Student Attendance
Analysis
Examination of the attendance data indicates that WHS for two consecutive years has
fallen below 95% with regard to student attendance. For the 2011-12 and 2012-13
school years attendance has been at 94.5%. These two years are the first time
attendance has fallen below 95% since the data has been collected for the purposes of
this report in 1992-93.
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Testing – SAT
Three aspects of Western High School’s SAT scores were compiled and analyzed.
Graphs were constructed depicting the comparisons between WHS and Indiana in the
areas of percentages of seniors tested, SAT math scores, verbal scores, and writing
scores.
Analysis
Western continually has a greater percentage of seniors taking the SAT than that of the
State of Indiana. Until 2013 when the number of students taking the SAT dropped, data
indicated a general trend to increasing numbers of seniors taking the SAT. Western
students typically outperform both the State of Indiana and the United States on the
SAT. There is a significant drop off in the SAT scores for the 2009 and 2013. Preliminary
investigation indicates this is primarily due to a number of students taking the SAT who
normally would not have done so as more students are considering college after high
school. Examining the SAT math means and SAT critical reading means for the United
States, Indiana, and Western reveals that Western typically scores higher than both the
state and the United States. It should be noted that there is an increase in variability
over the past 5 years with peaks and valleys with regard to the scores.
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Testing – ACT
ACT composite scores for the 2006 through 2012 school years was collected. This data
was then compared to the same information from the state of Indiana. The data
presented indicates the percent of seniors tested and the composite ACT scores.
Analysis
Western’s performance on the ACT test is similar to that of the State of Indiana. In most
years Western students outperform their counterparts throughout the State of Indiana.
Western has an average score of 23 which is one point higher than the Indiana average
of 22. Just under a quarter of Western students participate in ACT testing. Over the
years we have seen a slight increase in the number of students taking the ACT. The
state average indicates 27.9 percent of graduating seniors take the ACT. At Western
only 23.1 percent of the seniors take the ACT. The SAT still remains the test of choice
for the majority of students at Western and in Indiana.
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Testing – Core 40
The State of Indiana has implemented End of Course Assessments in place of the ISTEP
Graduation Qualifying Exam. Currently ECA’s for Algebra I, Biology, and English 10 are
administered. Data for the ECAs is presented on the following pages. Difficulty lies in
being able to incorporate the data for algebra I for the students at the middle school
level. Where possible, data for the available years is presented both as average scaled
scores, proficiency ratings, and standard average percent correct. In summation, some
data appears incomplete because of the changing dynamics, timings, offerings, cut
scores, and vendors of these assessments.
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Analysis
For the most part, Western High School is adapting well to this era of ECA testing. After
initial disappointment regarding results in Algebra I, we have witnessed tremendous
improvement from 2008-09 to 2010-11, especially among first time testers. The past 3
years have demonstrated a roller-coaster of peaks and valleys with Algebra I ECA
Success. After seriously struggling in 2011-12, we witnessed outstanding gains for the
2012-13 school year, only to fall back in 2013-14. While quadratic Equations continue to
be the most difficult standard for our students, all areas took a significant drop this past
year. Western continues to make gains with the English 10 ECA. Writing scores have
shown the most growth. Reading comprehension has improved, but not at the same
rate as writing. Students taking the Biology ECA saw vast improvements during the
2012-2013 school year, but fell off slightly for the 2013-14 school year. The three year
trend is a positive one for all areas, but the drop in scores for 2013-14 indicate
dedicated focused effort is warranted.
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Testing PSAT
Data concerning the success of college bound juniors who take the PSAT is presented in
the following chart. This data representing the sum of the means for the math, reading,
and writing components of the test is presented. Additionally the category mean scores
for Critical Reading, Math, and Writing Skills for Western were compared to Indiana.
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Analysis
Western High School Juniors have traditionally done very well on the PSAT. This past
year our scores slipped a bit below state level. One interesting aspect of the data is that
Western’s performance rises for several years and then drops on only to rise and then
drop again. This up and down pattern is readily apparent when comparing data from
the State of Indiana. A significant cause of the downturn in performance may be the
increasing numbers of students taking the PSAT with the State offering to pay for the
test over the past few years. The results on the PSAT are clear indicators of the
variability that exists from year to year with a student population.
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Disciplinary Records
Data was gathered comparing suspension (both in school suspension and out of school
suspension) and expulsions.
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Analysis
For most years the major disciplinary issues resulting in suspension or expulsion fell into
the category of “other.” The vast majority of these “other” disciplinary issues were
attendance related. Fortunately weapons are not a primary disciplinary issue for
Western, but like many high schools we battle issues surrounding drug, alcohol, and
tobacco abuse. Behavior issues also resulted in a significant number of suspensions.
These behavior issues could be habitual in nature finally resulting in a suspension, or
acts of insubordination, or even to the more serious fighting. Attendance, behavior and
the use or possession of tobacco, and drugs are the most critical disciplinary issues
facing Western.
Community Data – Environmental Scan Data
Information from Indiana’s Department of Workforce Development tells us that in 2006
there were approximately 41,054 jobs in Howard County. Over 60% of the jobs fell into
three categories of industry: Manufacturing, Government, and Retail Trade. Of those
three, manufacturing remains the largest employer with almost 35% of the total
Howard County employment.
Unfortunately, with the significant loss of manufacturing jobs in the county, there has
been an increase in the unemployment rate. The following graph depicts the total
Unemployment Rate for Howard County. The graphical information was obtained
through the Indiana Department of Workforce Development. The impact of the
economic recession beginning in 2008-2009 is very evident with the unemployment rate
nearly doubling from 2008 to 2009. The unemployment rate has been on a steady
decline as the economy has started to rebound.
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From 2004 to 2008, jobs in the healthcare industry showed the most growth adding 562
jobs. Employment in the government sector was second adding 229 jobs. Agriculture,
forestry, fishing, and hunting had the largest percentage gain with nearly a 31.25%
increase during that time (of course it should be noted there was a net gain of only 10
jobs in this sector). Manufacturing took the biggest hit losing 4800 jobs over the four
year span. Only six sectors indicated a net gain of employees during this time. The
other twelve sectors all experienced a loss in the number of employees.
The employment landscape of Howard County has changed dramatically over the past
several years. Fortunately, the City of Kokomo and Howard County in general has
remained active in seeking economic development for the area. The following table
depicts what is known as the “Hoosier Hot 50” jobs for Region 4. These careers are
predicted to be the most widely sought after, or in demand jobs by 2016.
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Data Collection Instrument #1:
Parent Survey Information
In Spring 2011 a survey was prepared and was made available to parents online or
through a “hard copy” in the school offices. The survey sought the opinions of parents
with students in Western High School regarding the perceived strengths and
weaknesses of the school.
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Parent Survey Questions
1. Western High School adequately prepares students to be successful in college.
2. The curricular needs of the college-bound student are adequately addressed.
3. Western High School adequately prepares students to be successful in the work
environment.
4. The curricular needs of the non-college bound student are adequately
addressed.
5. Western High School adequately prepares students to be successful on
standardized tests.
6. A wide variety of classes are provided to address the needs, interests, and
talents of the students.
7. A variety of extra-curricular activities is available for student participation.
8. Teachers provide a wide variety of learning activities to prepare the students to
be successful.
9. Students learn to work cooperatively with one another.
10. Students learn the skills necessary to study effectively.
11. Students develop the skills necessary to write effectively.
12. Students develop appropriate test-taking skills.
13. Students develop appropriate levels of reading comprehension.
14. Students have adequate access to technology.
15. Available technology meets the needs of the students.
16. The faculty and administration are supportive of the students.
17. School-to-parent/student communication is effective.
18. Student discipline and attendance procedures and consequences are clearly
stated.
19. Western High School is a safe learning environment.
20. Parent and community involvement is encouraged.
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“In two or three words, what is one aspect of Western High School which you think
could be improved?”:
 Harassment, drugs
 My children have not learned to study effectively.
 The quality of some teachers; the course offerings; the enforcement of the dress
code.
 English and writing skills room reservation of extra-curricular activities.
 Consistent demands for better work ethic
 Better time management
 Athletic office – answer the phone or return calls.
 Greater support and promotion of non-athletic programs.
 Counselor to Student College Prep information and dress code enforcement,
facility usage tracking
 Dress code, rules in handbook are followed and apply to all students the same
 More communication needed
 PSAT-taking classes
 Drug and alcohol use
 Organization between different classes and teachers. Sometimes my daughter
comes home with 3-4 tests the next day and a math homework of over 50
problems, study guides of 80 questions, plus other writing assignments. How
can all this be done in one night?
 Acceptance of change and new ideas
 Consistency of teacher skills
 Stronger emphasis on spelling
 Can’t think of anything
 Inappropriate dancing should not be allowed at school dances
 More communications about deadlines for test sign ups, scholarship apps, what
needs to be done when for kids during Jr/Sr year. This should be mailed to
parents.
 Need to incentivize students for good behavior, attendance, and academics.
 Coaches
 Teacher student relations
 Get rid of bad teachers
 Drug test all athletes
 Using textbooks more that we’re required to pay for
 Have no problem
 Help the kids who are not problems but have trouble finding their path.
 Teaching instead of watching movies or giving worksheets and expecting the kids
to figure it out.
 Student respect for other students and teachers
 Improve critical thinking skills and STEM instruction
 More AP courses
 Writing skills, less test prep skills
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“In two or three words, what is one aspect of Western High School you consider to be
a significant strength?”:
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The staff is wonderful.
Safe environment
Small school feeling
Moderate size of classroom of students
Many good kids
Teachers work with students.
Close campus, availability of opportunities for students
One big family
Opportunities for students to excel in a variety of environments (academics,
athletics, clubs)
Western seems to be a school with strong academic standards.
Majority of caring teachers
Class offerings
The curriculum is strong.
College prep
W.E.S.T. program
Staff-student-parent partnership
Strong academics, sports, and music programs
Strong math teachers
Outstanding AP instructors
Fine arts
Discipline
Teacher attitude
Options for those who are willing
Foreign language department and Mrs. Pemberton’s class
Always looking to improve
Principal and Vice Principal, high ability curriculum, opportunities for sports
Safe, fun learning environment
Analysis
Many different opinions are shared in the parent survey. Primary concerns are with the
quality of the teaching staff, student discipline, drug abuse, and the preparation or
development of our students. Although there are many opinions and concerns on a
variety of topics, there is an overwhelming majority of respondents that are, to some
degree, satisfied with Western High School.
38
Data Collection Instrument 2: Student Survey
In late spring 2014 students were given the opportunity to complete a survey to express
their opinions about Western High School. In addition to the 20 rating questions, there
were two open ended questions on the survey that addressed their perceptions of
Western’s strengths and weaknesses. Students had the option of responding in the
following categories: Strongly Agree (4), Agree (3), Disagree (2), Strongly Disagree (1),
and Can’t Respond/Not enough information (0). There were a total of 379 responses
equally dispersed among the four grades.
39
40
41
Analysis
Overall the results of the survey are very encouraging as to the efforts, practices, and
vision of Western High School. Areas that indicated increased attention would be in
helping to meet the needs of the non-college bound student, helping students to be
ready to be successful in the workforce, helping students develop study skills, and
providing variety in both classes and instructional strategies. Areas indicated as
strengths would include availability and utilization of technology, having clear discipline
and attendance policies, extracurricular options, and providing a safe school
environment.
42
Data Collection Instrument #3: SRT Evaluation
Students were provided and opportunity to voice their opinion regarding the
effectiveness of the Student Recourse Time (SRT) through an anonymous survey. A total
of 421 surveys were completed. Responses were evenly distributed among the four
grades.
How often do you use SRT for
homework or school work?
SRT is useful for doing
schoolwork.
43
The noise level of SRT is too
loud.
How often do you use SRT to
make up/work on quizzes or
tests?
I feel the learning
enhancement SRT days help
me prepare for the future.
44
Does your SRT teacher make
sure your grades are in good
standing?
Analysis
The results of the SRT Survey indicate the SRt is serving its purpose in providing time for
students to complete work and make-up tests and quizzes. The survey also indicates
that more work needs to be done to ensure the teacher is mentoring the students
through grade checks and academic support. Based on the survey, we alos need to
continue to adjust and modify the learning enhancement days as they relate to students
and our goals focused on preparing them for their future.
45
Data Collection Instrument #4: Instructional Strategies
Teachers were given access to an online survey that requested information concerning
their utilization of various instructional strategies and the frequency of the use of those
strategies. This data was compared with the data derived from nearly identical surveys
from 2000 and 2005.
Strategies:
1. Lecture
2. Note giving
3. Worksheets
4. Workbooks
5. Textbook reading
6. Textbook questions/assignments
7. Supplemental material (non-textbook) reading assignments
8. Hands-on Activities, labs
9. Student prepared lessons (students teaching students)
10. Student Research Projects
11. Role Playing/Simulation
12. Inquiry-based Learning
13. Project-based Learning
14. Cooperative or group learning
15. Videos/Movies/Film Clips (including Internet based)
16. Kinesthetic (Moving around) Activities
17. Auditory (Listening)
18. Computer Programs and/or CD ROM's
19. Internet (web quests, research, online activities, etc.)
20. Case Studies
21. Guest Speakers
22. Field Trips
23. Journaling
24. Drawing/Coloring/Illustrating
25. Learning Games
26. Differentiated Instruction
27. Music Reading/Singing/Playing
28. Graphic Organizers
29. Class discussion
30. Instructional Writing Activities
31. One-on-One Instruction
32. Small Group Instruction
33. Debate
46
47
Analysis
The information generated from the Instructional Strategies Survey indicates a
continued dominance of lecture, note giving (closely related to lecture), worksheets,
class discussion, small groups, and dependence upon the textbook. Discussion, notes
with lecture, and utilization of the textbook are the most frequently used strategies.
Many of the strategies that require time in terms of additional days have seen a general
reduction from 2000 to 2008. This may be directly related to the limited number of
days in the trimester versus the number in a traditional semester. Although not all
teachers utilize all instructional strategies, there is a decent amount of diversity among
the staff. It is also apparent that the majority of the staff is most comfortable with the
more traditional modes of instruction.
48
Data Collection #5: Graduate Survey
To gain insights into how our graduates feel about their preparation for the future, an
online survey was prepared and made available in the spring of 2011 to recent Western
graduates. A total of 19 graduates responded to the survey.
49
50
51
Analysis
The majority of the respondents is currently enrolled in college and found general
satisfaction with the preparation they received in high school. The majority found the
step from high school to be what they expected. All departments received a favorable
rating with the Math department getting the highest ratings. The physical education
and business departments received the lowest rating. As a core academic area, science
was identified as the one with which graduates had the most difficulty. Respondents
also identified study habits and reading comprehension to be the areas with which they
have had the most difficulty. These two closely related areas combine for almost 50% of
the areas of difficulty identified. We would like to have greater participation in future
graduate surveys.
52
Additional Information
Curriculum:
Western High School actively participates in the process of Curriculum Mapping. Each
teacher is responsible maintaining the master map for the courses he/she teaches
during the year through a collaborative process. Teachers continually diary map to note
alterations and adjustments to the curriculum that naturally occur through the
processes of teaching and reflecting. From the diary maps, the master maps are
annually updated by a “keeper if the map” after collaboration and discussion.
Western High School’s curriculum is developed by content area highly qualified teachers
using the Indiana Academic Standards and Indiana’s College and Career Readiness
Standards as their guiding resources. It is important to note that Western’s curriculum
is a working copy as it is evaluated and potentially modified in an ongoing fashion as
information and data from state, local, and classroom assessments are analyzed. With
the alignment of the curriculum to the Standards, student achievement in their
coursework is reflective of their understanding and mastery of the Indiana State
Standards and now the College and Career Readiness Standards as well.
Western’s curriculum serves as the basis for the various instructional strategies and
assessments which are utilized by Western’s teachers. Teachers work independently
and collaboratively to develop lesson plans that will appropriately address the focus of
the subject matter with the needs and abilities of the students. Utilizing “Best Practice”
in both instruction and assessment, Western’s teachers are able to effectively
incorporate Indiana Academic and College and Career Readiness Standards into the
classroom. In addition to topic area specific assessments (tests, quizzes, reports, labs,
homework, etc.), teachers have developed Course Mastery Assessments as a
component of Western’s modified RISE Teacher Evaluation System. Through careful
analysis of the results of these Course Mastery Assessments, Western teachers will be
able to quickly and accurately monitor the level of student achievement as it relates to
the Indiana Standards.
All students begin their freshmen year with the goal of obtaining at a minimum a Core
40 diploma. Students are encouraged by counselors, administrators, and teachers to
strive for their personal best and seek a Core40 diploma with either Academic Honors or
Technical Honors. Data regarding diploma types awarded over the past several years
highlights the success of this encouragement and student achievement. It is also
important to note that Western High School is working diligently to increase our
offerings of Advanced Placement, Dual Credit and advanced level courses. For the 20142015 school year, Western will be offering five (6) College Board Advanced Placement
(AP) courses: Biology, Calculus, English –Literature, United States History, Japanese, and
Statistics. Our dual credit offerings are a result of partnerships with Ivy Tech and
Indiana University. The Ivy Tech dual credit courses are Honors Algebra II, Honors PreCalculus, Art History, Advanced Art History, Anatomy & Physiology, Computer
Programming, and Information Communications. Our partnership with the Advanced
College Project at Indiana University allows us to offer ACP Composition, ACP Literature,
53
and ACP Chemistry. To address the needs of our special needs population, Western
continues to further develop our Life Skills program for our non-diploma track students.
There are two levels of these courses. The more advanced program is called the WEST
program. It is focused on transition students into the work force. For the first time in
2011-12 a lower tier of the life skills program through the special education cooperative
was housed at Western High School. This program expanded to a second classroom in
2014-15.
Beginning in the fall of 2011, Western High School offered for the first time an
alternative school, Western Alternative Learning Center (WALC), for our students who
have struggled significantly with their academic progress. These students also often
exhibit attendance and discipline problems that negatively their academic success.
Since its inception, many students were able to graduate on time that otherwise might
not have been able to do so. The alternative school follows a “school-within-a-school”
format. The purpose is to provide these students both the academic support and the
counseling necessary to help them find success and earn a diploma. As a component of
the program, students will also participate in community service projects.
Parent Involvement
Western High School welcomes and encourages input, participation, and support from
parents. While the involvement of parents traditionally wanes to some degree as
students progress through high school, there are numerous opportunities for parent
involvement. The opportunities include, but are not limited to:
 Serving as a member of a committee: School Improvement, Textbook adoption,
Handbook Revision, Calendar, etc.
 Volunteer (or Paid) Involvement/Coaching/Sponsorship with athletics, clubs, and
other student groups.
 Membership in various support and booster groups
 Assist with Test Proctoring
 Parent Advisory Council
 Parent Teacher Organization
 ECA Test Support (snacks)
We believe parents are a valuable component in the education process, and we
encourage their participation and support where possible. At the high school level
parents are typically most involved through various booster organizations.
Technology
The students of Western High school have excellent access to technology, and the
faculty has continued to make great strides in the proper integration of technology into
the curriculum. In the spring of 2013, all teachers were issued an iPad in preparation of
a full 1:1 technology integration for the 2013-14 school year. Within the first few days
of school all students were issued an iPad. While the iPad and associated apps will not
initially replace textbooks, they will serve to enhance, support, and transform the
teaching and learning in the classroom and beyond. In addition to each student having
an iPad, Western has four 1:1 computer classrooms, two business computer labs, two
fully functioning computer labs, and additional student computer stations in many
54
classrooms. Western High School subscribes to a wide variety of technology resources
such as USA TestPrep, Net Trekker, OdysseyWare, Learn 360, United Streaming, and
World Book online. Many teachers use projection equipment (including projectors and
document cameras) to support their lessons through the display of content related
material. Students use their Ipads and fixed computer labs to assist with a wide variety
of classroom activities.
The internet has become an important component of the classroom as students are able
to access quality sources for review, research, tutorials, demonstrations, animations,
case studies, vignettes, movies, maps, satellite images, historical archives, cultural
exposure, and many other aspects that would otherwise be unavailable. The integration
of individual iPads, apps, computers, and the internet combined with the ability to
project the information to a class has opened a whole new level of instruction and
potential for understanding that previously did not exist. The world is before the
students’ eyes and minds with just a few simple steps. The full integration of the iPads
and specific apps (as well as the computer labs) at Western High School provide
opportunities for students to produce reports, presentations, spreadsheet, and movies
as well as receive remedial assistance to practice skills and learn or review material.
Students behind in credits may be assigned courses through OdysseyWare permitting
them to earn needed credits outside of the school hours. These OdysseyWare courses
serve as the basis for the majority of instruction and assessment for our Alternative
School students. The integration of technology can also be observed as an auxiliary
learning tool allowing students to view videos that relate directly to topics taught in
class. It is evident from the Instructional Strategies Survey that technology is a widely
used supplemental or re-enforcing learning tool utilized by many teachers.
Wireless capability was greatly expanded during the summer of 2013 to allow for the
full utilization of the iPads. The technology committee continues to work diligently to
move Western forward in a practical and fiscal manner as we plan and prepare for the
future. We continue to witness an increasing integration of technology into the
curriculum, instruction, and assessment at Western High School. It is both a challenging
time and an exciting time for our teachers and our students as the digital shift in
teaching and learning continues.
Safety
As indicated in the survey responses and data regarding suspensions and expulsions,
Western High School provides a safe learning environment. This statement can further
be supported by the fact that multiple corporation staff members are certified Indiana
School Safety Specialists, including both the high school principal and assistant principal.
Western High School actively participates in the corporation-wide safety meetings and
conducts at a minimum all State and Federal required drills. The Western School
Corporation also employs five part-time liaison officers which allows for school resource
officer support throughout the school day. We have also implemented an anonymous
“Tip Line” which allows for the safe reporting of potential incidents of illegal behavior,
bullying, and concerns. Teachers are assigned various supervisory duties before and
55
after school on a monthly basis. An additional benefit of the student iPads is that we
have had multiple occasions when students have emailed the administration about
safety related concerns or issues.
A review of the data indicates that the most Western’s students are well behaved and
adhere to the rules and procedure set forth in the student handbook. Each spring the
handbook is revised by a collaborative committee which includes parent, student,
support staff, and faculty representation. The student handbook, which is on every
student ipad is reviewed with the students during class meetings at the first of the year.
The enforcement of stated rules, both in the classroom and throughout the school
building, help to maintain the consistency necessary for a safe and disciplined learning
environment for Western High School students.
Professional Development
Western High School’s faculty and staff are committed to professional development
based upon Indiana’s Core Principles of Professional Development. The professional
development is researched-based best practice in which all members of the professional
staff have input in the design, delivery, and implementation of the growth
opportunities. Contractually, each teacher has $225 per to participate in professional
development through attending conferences and workshops.
At Western High School the professional development goal is always focused upon
improving professional practice to improve student achievement. Teachers attend
conferences and workshops which will enhance their knowledge and skills seeking
improved student learning. Beginning with the 2012-13 school year, Western School
Corporation has delayed the start of school every Wednesday for ½ hour to allow for
intense focused professional development. These ½ hour sessions will greatly benefit
the teachers and the students of Western and allow for professional development to be
a continual process. With the implementation of a true 1:1 learning environment, about
half of the PD for 2013-14 was based on technology integration and training. Training
will continue throughout 2014-2015 with a greater emphasis on collaboration as
Professional Learning Communities will be established. Additional opportunities for
professional development come through small group discussions, in-services/faculty
meetings, journal reading, mentoring, and utilization of online resources. At all times
professional growth is stressed and risk-taking is encouraged. Reflection is also an
integral part of the professional development program at Western High School.
56
Goal Identification and
Action Plan
57
Areas of Immediate Need:
Close analysis of the data included in this report indicates that Western High School
generally performs comparatively well from a trend aspect with respect to attendance,
graduation rate, and standardized testing. The data also indicates several areas where
immediate attention is needed. While not all of these areas necessarily fell into the
capacity of a school improvement goal, they all require some level of attention in the
near future.
Whereas we had made significant gains without ECA scores over the past several years,
2013-14 was not in line with the progress we had been making. Algebra scores dropped
to a disturbing level and biology took a slight dip. English 10 ECA scores continued their
slow climb. With significant focus on Algebra I interventions in 2012-13, Western High
School saw tremendous gains in student performance with this End of Course
Assessment. While the interventions we put in place last year were to continue through
the 2013-14 school year, evidence suggests that these interventions were not adhered
to as needed. For 2014-15 our focus must be on putting forth the interventions,
practices, strategies, and effort to have all ECA scores rise significantly. While writing
showed great gain, reading comprehension was still below the desired level. For this
reason, coupled with the fundamental need for reading skills in all subject areas, reading
comprehension will remain a component of our school improvement plan. Specific
intense interventions will be in place for Algebra IA as we seek to return to and move
past the gains that were made a few years ago. We also need to pay close attention to
the success rate of our re-testers on the ECA test as we look to enhance our remediation
efforts.
Attendance rate will certainly be a focus of our attention and efforts in 2014-15.
Western High School’s attendance rate is respectable, but has held steady right around
95%, just below the state average and the targeted goal of an average of 97%. Student
mobility is one factor that has impacted our attendance rate in recent years. Additional
reasons for this are multifaceted, but a combined effort of all members of the school
community has the potential to improve the attendance rate. If patterns hold,
improving the attendance rate will positively impact our discipline records regarding
suspension and expulsion. It should also lead to an improved academic performance
and graduation rate.
As a school community we have been pleased with our improving graduation rate.
However, it is not 100% which means there is room for improvement. Our goal has
been to improve it to an average above 96%. As a general trend, we are making
progress, but we have not yet attained that lofty goal. Continuing to develop the
Western Alternative Learning Center should further assist with improving the
graduation rate. Introduction of the daily SRT coupled with efforts to improve and align
the curriculum, instruction, and assessment should have a positive effect on the
graduation rate.
58
Western continues to analyze our curricular offerings and student success in those
courses. Over the past several years, Western has moved quickly forward adding
multiple Advanced Placement and dual credit courses. While we recognize the benefit
of these additional courses and look to further expand this level of course work for our
students, we also need to be very cognizant of the level of student success in these
courses. We have a significant percentage of our students who take AP and dual credit
courses and as a whole they do well; however, data indicated there is room for
improvement with regard to student performance on AP exams and similar
assessments.
Data also indicates that our special education population and free and reduced lunch
population struggle significantly compared to the general population. This characteristic
is no uncommon in most schools. What it means for us is that these populations cannot
be ignored or passed over and that committed efforts need to be in place to offer the
best opportunities for success for these students. Survey results indicated support for
these students is both wanted and needed. Efforts during the SRT period can greatly
assist with encouraging and engaging students to help them find academic success. A
commitment to school-wide inclusion has already begun to indicate an increase in the
academic proficiency of the special education students. We are also modifying the
processes and protocols that take place in our resource study halls in order to better
meet the needs of the students and help prepare them for success. One more layer of
intervention is the introduction of English Lab and Math Lab courses to support
struggling students.
2014-15 will also provide challenges to the faculty and staff as we need to adjust to the
College & Career Readiness standards. Intensive focus during professional development
and PLC time will assist with this process. With these standards, the type of classroom
projects, interactions, discussions, and assessments will need to shift to a greater depth
of questioning and interaction. Literacy skills in all courses will also be emphasized.
Project based and problem based learning will be highlighted and implemented at an
increased frequency.
59
Three Year Goal Action Plan
60
Goal #1: All Students will improve in their reading performance across the curriculum.
Essence: Reading Comprehension
Identification of Goal (triangulation):
1. Graduate Survey indicated 50% of respondents struggled with study skills and reading comprehension.
2. Core 40 results for English 10 indicate that Reading Comprehensions scores were lower than Writing Application scores.
3. SAT results indicate the need for improved critical reading skills.
4. A significant percentage of students still struggle with obtaining a score of a 3, 4, or 5 on the AP exams. Reading Comprehension can
have a direct impact on improving this success rate.
5. Although, not indicated directly by data, it is recognized that many areas, including math, could be improved if students were more
skilled in reading comprehension.
All Students will improve in their reading performance across the curriculum.
Specific measure will indicate a reading comprehension score that is at least 10% higher than the State average reading comprehension score
on the English 10 ECA Spring test (first time testers).
Preliminary Key Interventions
1. Continue the reading
comprehension aspect as
a part of the SRT (which
has absorbed WEB).
a. Daily SRT
b. Comprehension
activities will occur
a few times each
grading period.
c. 30 minute block
d. ALL participate
Responsible
Party
All faculty,
administration,
and Reading
Comprehension
Goal Action
Team
Timeline
Ongoing
2014-2015
2015-2016
Professional Development
 PLC discussion on SRT program


2016-2017


and proper implementation.
New Teacher meetings to include
SRT in-service and
implementation protocol
Research-based Lesson Plans
provided for comprehension
activities
Utilize shared digital folder for
resources and comprehension
lesson plans
Encourage faculty attendance at
related conferences and
workshops.
Monitoring & Evaluation
 Summative Assessments
o ECA English 10
o ECA Biology I
o ECA Algebra I
o AP Exams
o Star Reading
o Classroom
Assessments
 Staff documentation of
Reading Comprehension
Activity implementation
 Student and Staff Surveys
61
All Students will improve in their reading performance across the curriculum.
Continued
Preliminary Key Interventions
2. All Content areas will
integrate reading
assignments with
comprehension
assessments into their
curriculum.
Responsible
Party
All faculty,
administration,
and Reading
Comprehension
Goal Action
Team
Timeline
Ongoing
 PLC discussion on reading
comprehension integration
 Research-based Lesson Plans
2014-2015
2015-2016
2016-2017
3. TIPS: Teacher Initiated
Professional Sharing of
Reading Comprehension
Strategies
Professional Development
All faculty,
Ongoing
administration,
and Reading
2014-2015
Comprehension
Goal Action
2015-2016
Team
2016-2017
provided for comprehension
activities
 Utilize shared digital folder for
resources and comprehension
lesson plans
 Provide professional
development regarding reading
comprehension in content
areas.
 Encourage faculty attendance
at related conferences and
workshops.
 In-service and discussion at
Wednesday PD 1-2 times
each semester
 A digital folder for Reading
comprehension Strategies
 PLC discussion topic
Monitoring & Evaluation
 Summative Assessments
o ECA English 10
o ECA Biology I
o ECA Algebra I
o AP Exams
o Star Reading
o Classroom Assessments
 Staff documentation of
Reading Comprehension
Activity implementation
o Student and Staff
Surveys
 Summative Assessments
o ECA English 10
o ECA Biology I
o ECA Algebra I
o AP Exams
o Star Reading
o Classroom Assessments
 Staff documentation of
Reading Comprehension
Activity implementation
 Student and Staff Surveys
62
All Students will improve in their reading performance across the curriculum.
Supporting Research:
 Daniels, H. & Steineke, N. (2011). Texts and Lessons for Content-Area Reading. Portsmouth, NH: Heinemann
 Gallagher, Kelly (2003). Reading Reasons: Motivational Mini-Lessons for Middle and High Schools. Portland, Maine: Stenhouse
 Biancarosa, C., & Snow, C. E. (2006). Reading next—A vision for action and research in middle and high school literacy:A report to
Carnegie Corporation of New York (2nd ed.).Washington, DC:Alliance for Excellent Education.
< http://www.all4ed.org/files/ReadingNext.pdf>
 Hartely, J. (2008). “You Should Read This Book!”. Educational Leadership, March 2008,Vol. 65, No. 6
 Heller, R., and Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement.
Washington, DC: Alliance for Excellent Education.
< http://www.all4ed.org/files/LitCon.pdf>
 Marzano, R.J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA:
Association for Supervision and Curriculum Development.
63
Goal #2: Western High School’s Attendance Rate will improve at least 0.5% each year seeking a 3 year average at or
above 97%.
Essence: Improve Student Attendance
Identification of Goal (triangulation):
1. Attendance Rate is a required component of the school improvement plan.
2. Attendance Rate has been steady past three years and below the State average for the past 2.
3. Teachers have identified student attendance as an area of improvement.
4. Attendance issues are a primary reason for student suspension and expulsion.
Western High School’s Attendance Rate will improve at least 0.5% each year seeking a 3 year average at or above 97%.
Preliminary Key Interventions
1. Investigate and potentially
implement a messaging
system to call/text
students in the mornings.
Responsible
Timeline
Party
Attendance
Ongoing
Goal Action
Committee & 2014-2015
Administration
2015-2016
2016-2017
2. Investigate and potentially
implement a student
reward/incentive program
a.
b.
3 or less excused
absences
Grade component?
Attendance
Ongoing
Goal Action
Committee & 2014-2015
Administration
2015-2016
2016-2017
Professional Development
 Provide professional
development on possible
attendance policies and
implementation.
 Encourage faculty
attendance at related
conferences and workshops.
 On-going journal article and
support resources shared.
 Provide professional
development on possible
attendance policies and
implementation.
 Encourage faculty
attendance at related
conferences and workshops.
 On-going journal article and
support resources shared.
Monitoring & Evaluation
 Student Discipline records
 Student Attendance Rate
 If implemented, analysis of the
program
 Student Discipline records
 Student Attendance Rate
 If implemented, analysis of the
program
64
Western High School’s Attendance Rate will improve at least 0.5% each year seeking a 3 year average at or above 97%.
Continued
Preliminary Key Interventions
3. Improve communication
with parents/guardians &
students regarding
attendance
a.
b.
c.
d.
Contact parents in the
morning vs. the
afternoon/evening
Remind students and
parents of attendance
policy during the year
Letter or
correspondence from
Assistant Principal to
parents regarding
importance of good
attendance.
SRT Teachers and SRO
take an active role in
Attendance monitoring
and intervention
Responsible
Party
All faculty,
staff,
Attendance
Goal Action
Committee &
administration
Timeline
Ongoing
2014-2015
2015-2016
Professional Development
 Encourage faculty
attendance at related
conferences and workshops.
 On-going journal article and
support resources shared.
 PLC discussion topic
Monitoring & Evaluation
 Parent communication records
o Phone Logs
o Email
o Letters
 Student Discipline records
 Student Attendance Rate
2016-2017
Western High School’s Attendance Rate will improve at least 0.1% each year seeking a 3 year average at or above 97%.
Supporting Research:





Herlihy, C.M. & Quint, J. (2006) Emerging Evidence on improving High School Student Achievement and Graduation Rate: The Effects of Four Popular Improvement
Programs. National High School Center. At-A-Glance Research Brief.
< http://www.betterhighschools.org/docs/NHSC_EmergingEvidenceBrief_111606Final.pdf>
Black, Susan. (2002). Keeping Kids in School. American School Board Journal. Vol. 189, No. 12.
Johnston, H. (2001). Meeting the Challenge of Student Attendance At the High School Level
<http://www.principalspartnership.com/feature204.html>
Delisio, Ellen (2002). Schools Get Tough on Attendance. Education World
<http://www.educationworld.com/a_admin/admin/admin263.shtml>
Sleigh, Mary j. and Ritzer, Darren R. (November 2001). Encouraging Student Attendance. APS Observer. Volume 14, Number 9.
< http://www.psychologicalscience.org/observer/1101/tips.html>
65
Goal #3: Western High School will improve its Graduation Rate to at least 96% by 2016.
Essence: Improve Graduation Rate
Identification of Goal (triangulation):
1. Graduation Rate is lower than desired.
2. Academic success has a direct impact on graduation rate.
3. Discipline and attendance issues have a direct correlation to graduation rate.
4. State requires a graduation rate component.
Western High School will improve its Graduation Rate to at least 96% by 2016.
Preliminary Key Interventions
1. Implement instructional
strategies that are engaging.
a. Curriculum Mapping
b. ½ hour PD
Wednesdays
c. iPad integration
Responsible
Party
All Faculty
Timeline
Ongoing
2014-2015
2015-2016
2016-2017
2. Improve remediation, credit
recovery program, and
Western Alternative Learning
Center
Administration, Ongoing
Department
Chairs, WALC
2014-2015
teachers, and
faculty
2015-2016
2016-2017
Professional Development
 Provide professional
development & PLC
discussion on student
engagement strategies and
proper implementation.
 Encourage faculty attendance
at related conferences and
workshops.
 On-going journal article and
support resources shared.
 Training for WALC Teacher(s)
and instructional assistants
teaching the CAFÉ study Halls
 Attend conferences and
seminars on related topics
 On-going journal articles and
research
 Sharing progress at Faculty,
PLC, and Department
Meetings
Monitoring & Evaluation
 Monthly Standards-based
Curriculum Maps
 Graduation Rate
 Surveys





Participation
Surveys
WALC Documentation
Student Success on ECA tests
Discipline records of
suspensions & expulsions
 Graduation Rate
66
Western High School will improve its Graduation Rate to at least 96% by 2016.
Continued
3. Enhance the daily Student
Resource Time (SRT)
a. Improve grade
monitoring
b. Improve academic
support
Administration
and all Faculty
Ongoing
2014-2015
2015-2016
 On-going journal article
and support resources
shared.
 WEB Lesson Plans &
support
 PLC discussion topic
 Surveys
 Graduation Rate
2016-2017
Western High School will improve its Graduation Rate to at least 96% by 2013.
Supporting Research:

Herlihy, C.M. & Quint, J. (2006) Emerging Evidence on improving High School Student Achievement and Graduation Rate: The Effects of
Four Popular Improvement Programs. National High School Center. At-A-Glance Research Brief.
< http://www.betterhighschools.org/docs/NHSC_EmergingEvidenceBrief_111606Final.pdf>

Bottoms, Gene (2006). 10 Strategies for Improving High School Graduation Rates and Student Achievement. High Schools That Work.
Southern Regional Education Board.
<http://www.sreb.org/programs/hstw/publications/2006Pubs/06V65_10_StrategiesForImprovingGraduation.pdf>

Woods, E. Gregory (1995). Reducing the Dropout Rate. School Improvement Research Series. Close-up #17. Northwest Regional
Education laboratory (NWREL).
<http://www.nwrel.org/scpd/sirs/9/c017.html>
67
Western’s WEB:
The basis for school improvement at
Western High School
During the 2009-2010 school year each of the School Improvement Goal Action
Teams developed an action plan focused on improving a specific school improvement
goal. The Reading Performance Goal Action Team formulated an aggressive but doable
plan that involved modifying the Wednesday schedule to allow for a block of time for
reading strategy instruction alternating with other enrichment lessons. This idea
coupled with the action plans from the Graduation Rate and Attendance Rate Goal
Action Teams resulted in what will be referred to as Western Enrichment Block or WEB.
In 2010-2011, teams of two or three teachers were paired by the team with a
researched based reading strategy. Each teacher team has the responsibility of
investigating their assigned strategy to the point of understanding, writing a short
overview of the strategy to explain it to the rest of the faculty, locate a short article that
can be read with the focus on the strategy presented, and prepare a quick assessment
where students use the strategy.
On the alternating “non-reading” enrichment weeks, students will be presented
with a variety of lessons that vary in focus but cover topics such as goal setting, civility,
career exploration, and a wide variety of other enriching topics. Occasionally the WEB
period will be used to meet with special groups of students to share information or take
care of “school” business without disrupting valuable class time.
For 2011-2012, the basic format remains, but the reading comprehension
lessons will focus on improving the instructional strategies of the teachers to improve
content area reading. Using appropriate instructional strategies will aide the students in
their comprehension abilities and improve classroom instruction. To do this the reading
weeks will follow a program based upon “Texts and Lessons for Content-Area Reading”
by Harvey Daniels and Nancy Steineke. Non reading weeks were focused on
departmental presentations, programs, or lessons. During 2011-2012, students had
WEB lessons on 9/11, bullying, becoming an author, science in real life, culture in our
lives, and much more.
In the 2012-2013 school year, we again made slight modifications to the WEB
improvement plan. The focus will continued to be primarily upon reading
comprehension utilizing “Texts and Lessons for Content-Area Reading” by Harvey
Daniels and Nancy Steineke. The “reading” weeks will be followed by a re-teaching of
the lesson through “life application” lessons focusing on life skills such as personal
finance, nutrition, and following directions. Additional WEB sessions included silent
reading time and enrichment activities, such as the Christmas letter writing campaign to
our military men and women.
68
WEB takes it’s biggest shift in 2013-2014 as we modify our daily schedule to
allow for a daily Student Resource Time (SRT). The primary purpose of the SRT would be
to provide each student with a designated time for a focused study hall environment
under the guidance and direction of a licensed teacher. The SRT would also serve as the
student’s homeroom. There are many potential benefits of the SRT. Some of these
benefits include providing time for students to make-up tests or quizzes, focused
remediation efforts/tutoring, test preparation, group project time, class meetings,
mentoring by the teacher, and (with the implementation of the iPads) time to train and
work with students on technology. A few times during each grading period the SRT
period would be dedicated to WEB activities focused on reading comprehension
activities or activities that support improvement in graduation rate and attendance rate.
In many ways we have expanded the WEB in its concept of student support.
The title of WEB (now a hidden component of SRT) was chosen for reasons much
deeper than the obvious acronym of Wednesday Enrichment Block. Western’s WEB is
our effort to catch our students and help them find success. One strand of the WEB is
the effort to improve reading with research-based best practice strategies. Another
strand focuses on the aspect of attendance, and another strand focuses on the closely
related graduation rate. Another strand of this WEB is the intentional effort for
teachers to “get to know” a specific group of students on a much deeper level than can
usually be attained in normal teacher-student interactions. Through our school
improvement plan Western is working to catch all of our students in our WEB and help
them find success in both school and life.
For 2014-15 the WEB within the SRT shifts its focus to the original aspect of
“catching all students in the web” as we look to increase the mentoring aspect that
occurs within the SRT. We will be clarifying and documenting specific aspects and
protocols of the WEB to guide the teachers in their efforts to serve as mentors. We will
also continue the occasional school improvement strategy to assist with reaching our
school improvement goals and improving student learning. It is expected that
graduation rate, attendance, and even reading comprehension can increase if the
students have a greater level of support and interaction through the SRT.
69
Three-Year Timeline Summary
YEAR
GOAL
INTERVENTION
1.
Improve Reading
Performance
2.
3.
20142015
1.
Improve Student
Attendance
2.
3.
1.
Improve Graduation Rate
2.
3.
1.
Improve Reading
Performance
2.
3.
1.
Improve Student
Attendance
2.
3.
1.
Improve Graduation Rate
2.
3.
4.
Improve Reading
Performance
5.
6.
20152016
1.
Improve Student
Attendance
2.
3.
1.
Improve Graduation Rate
2.
3.
Continue the reading comprehension aspect as a
part of the SRT (which has absorbed WEB).
All Content areas will integrate reading assignments
with comprehension assessments into their
curriculum.
TIPS: Teacher Initiated Professional Sharing of
Reading Comprehension Strategies
Investigate and potentially implement a messaging
system to call or text students in the mornings.
Investigate and potentially implement a student
reward/incentive program
Improve communication with parents/guardians &
students regarding attendance
Implement instructional strategies that are
engaging.
Improve remediation, credit recovery program, and
Western Alternative Learning Center
Enhance the daily Student Resource Time (SRT)
Continue the reading comprehension aspect as a
part of the SRT (which has absorbed WEB).
All Content areas will integrate reading assignments
with comprehension assessments into their
curriculum.
TIPS: Teacher Initiated Professional Sharing of
Reading Comprehension Strategies
Investigate and potentially implement a messaging
system to call or text students in the mornings.
Investigate and potentially implement a student
reward/incentive program
Improve communication with parents/guardians &
students regarding attendance
Implement instructional strategies that are
engaging.
Improve remediation, credit recovery program, and
Western Alternative Learning Center
Enhance the daily Student Resource Time (SRT)
Continue the reading comprehension aspect as a
part of the SRT (which has absorbed WEB).
All Content areas will integrate reading assignments
with comprehension assessments into their
curriculum.
TIPS: Teacher Initiated Professional Sharing of
Reading Comprehension Strategies
Investigate and potentially implement a messaging
system to call or text students in the mornings.
Investigate and potentially implement a student
reward/incentive program
Improve communication with parents/guardians &
students regarding attendance
Implement instructional strategies that are
engaging.
Improve remediation, credit recovery program, and
Western Alternative Learning Center
Enhance the daily Student Resource Time (SRT)
70
Benchmarks for Progress
Each year the level of student improvement will be measured through close analysis of
data. The data analyzed includes, but is not limited to End of Course Assessments, Star
Reading, Advanced Placement participation and scores, SAT and ACT results,
attendance, and graduation data including diploma type and rate. At a minimum every
three years surveys of students, graduates, and parents, and faculty will be collected
and analyzed. Western High School seeks continual improvement in all areas indicating
a school that is performing at an exemplary level.
The following table highlights the assessments and data sources that will be utilized to
measure progress on the school improvement goals.
All Students will improve in their reading performance across the
curriculum.
The following assessments and data sources will indicate improvement in this area:
 End of Course Assessment data
 Star Reading Assessments
 SAT results
 ACT results
 PSAT Results
 Percent of students taking AP courses
 Students scoring 3, 4, or 5 on AP tests
 Locally developed surveys
Western High School’s Attendance Rate will improve at least 0.5%
each year seeking a 3 year average at or above 97%.
The following assessments and data sources will indicate improvement in this area:
 State reported attendance rate
 Local attendance records
 Discipline records for suspensions and expulsions related to attendance
Western High School will improve its Graduation Rate to at least
96% by 2016.
The following assessments and data sources will indicate improvement in this area:
 State reported Graduation Rate
 Discipline reports concerning suspensions and expulsions
 Participation & success in remediation and credit recovery programs
 Success of Western Alternative Learning Center
 Locally developed surveys
71
Appendix
72
Data Collection Instrument #1
Western Parent Strategic Plan Survey
Note: Response sections have been reformatted to conserve space
Parent Survey
Western School Corporation
September 2007
Section 1: Introduction
The administration of Western School Corporation is seeking parent input for the 5-year
strategic planning process. The Superintendent’s Parent Advisory Council (PAC) is assisting
in this effort by conducting this parent survey.
General categories to consider include facilities, staffing, equipment/technology, programs, and
curriculum.
Please share your thoughts regarding current and future needs at Western using the following
survey form, but do not mention specific people. As always, parents are encouraged to bring any
specific concerns regarding personnel to the appropriate principal or administrator. Thank you for
your input!
Section 2: Western Primary School
1. Do you have a child or children in Western Primary School?
□Yes □No
If No, you may proceed to section 3.
2. How would you rate your satisfaction with Western Primary School?
□Very satisfied
□Satisfied
□Somewhat Satisfied
□Not Satisfied
3. What do you feel is the number one issue facing Western Primary School?
4. Additional comments:
Section 3: Western Intermediate School
5. Do you have a child or children in Western Intermediate School?
□Yes □No
If No, you may proceed to section 4.
6. How would you rate your satisfaction with Western Intermediate School?
□Very satisfied
□Satisfied
□Somewhat Satisfied
□Not Satisfied
7. What do you feel is the number one issue facing Western Intermediate School?
8. Additional comments:
73
Section 4: Western Middle School
9. Do you have a child or children in Western Middle School?
□Yes □No
If No, you may proceed to section 5.
10. How would you rate your satisfaction with Western Middle School?
□Very satisfied
□Satisfied
□Somewhat Satisfied
□Not Satisfied
11. What do you feel is the number one issue facing Western Middle School?
12. Additional comments:
Section 5: Western High School
13. Do you have a child or children in Western High School?
□Yes □No
If No, you may proceed to section 6.
14. How would you rate your satisfaction with Western High School?
□Very satisfied
□Satisfied
□Somewhat Satisfied
□Not Satisfied
15. Do you feel that the trimester schedule is a benefit to student learning?
□Yes □No □Don’t know
16. What do you feel is the number one issue facing Western High School?
17. Additional comments:
Section 6: Western School Corporation
18. How would you rate your satisfaction with Western School Corporation?
□Very satisfied
□Satisfied
□Somewhat Satisfied
□Not Satisfied
19. What do you feel is the number one issue facing Western School Corporation overall?
20. Additional comments:
74
Data Collection Instrument #2
Western Student Survey
75
76
Data Collection Instrument #3
Western Student Resource Time Survey
77
78
Data Collection Instrument #4
Western Instructional Strategy Survey
Teacher Instructional Strategies Survey
1. Instructional Strategies Survey
This survey will yield data regarding the INSTRUCTIONAL strategies that are used in
the High School. While no survey can cover 100% of the options, we feel this survey
is fairly reflective of the majority of instructional strategies used at Western.
1. Instructional Strategies Survey
This survey will yield data regarding the INSTRUCTIONAL strategies that are used in
the High School. While no survey can cover 100% of the options, we feel this survey
is fairly reflective of the majority of instructional strategies used at Western.
79
80
Data Collection Instrument #5
Western Graduate Survey
81
82