New Haven School Improvement Plan

School Improvement Plan Updated as of 2/23/11 Updated 5/27/11 New Haven High School Greg A Mohler Principal New Haven High School 1300 Green Road New Haven, IN 46774 Table of Contents Vision Statement Mission Statement Belief Statements Areas of Immediate Attention Goals Profile Description of School Parent Organizations School Environment Discipline Information Parent Survey Educational Programs Instructional Strategies Professional Development Curriculum Assessment Tools Technology as a Learning Tool Guidance Program School Improvement Action Plan Language Arts Data Mathematics Data Graduation Data Attendance Data School Improvement Plan Committee Appendix 1: School Improvement Teams Appendix 2: PBIS Appendix 3: RTI Graduation Goal: Intervention Intervention Intervention Intervention Intervention Intervention Attendance Goal: Intervention Intervention Intervention Intervention Language Arts Goal: Intervention Intervention Intervention Intervention Mathematics Goal: Intervention Intervention Intervention Results-Based Staff Development Plan: Language Arts Intervention Intervention Intervention Intervention Results-Based Staff Development Plan: Mathematics 3 4 5 6 9 10 10 10 11 11 12 12 13 14 15 16 16-17 18 19-23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 41 42 43 44 45 Intervention Intervention Intervention 45 46 47 Vision, Mission and Belief Statements Vision Promote Respect, Foster Pride, Inspire Excellence (New Vision Statement Implemented) 2009-2010 Mission Statement The mission of New Haven High School is to provide a dynamic learning environment that enables students to be knowledgeable, contributing citizens Beliefs (Revisited Fall 2010 with stakeholders at NHHS) We, the staff of New Haven High School, believe the following: • All students can learn • All students deserve to be challenged academically and be engaged in learning • It is our duty to provide a safe and structured learning environment for all students • A variety of methods of instruction and assessment, along with frequent monitoring of individual student progress, is necessary to promote student achievement • A strong commitment by all stakeholders is necessary for continuous improvement • Staff members, as mentors and facilitators in the education process, should strive for continual improvement and diversification of their student-driven strategies • Decisions that affect education stakeholders should be informative and data-based in the best interest of students Areas of Immediate Attention • Attendance Rate (Monitored daily, weekly, etc…) 1% Gain as of 2/24/11) o As of 5.20.11 weekly report… = 95.05% o IDOE website 95% Current Rate • English o AYP results from IDOE web site • Free and Reduced Lunch – English and Mathematics o AYP results from the IDOE website Goals Language Arts New Haven will increase by 5% in overall reading comprehension scores on End of Course Assessment (ECA) (Passing Rate was 49% Update: 63% Passing Rate (14% passing Re-testers increase in ECA Testing) Waiting on Data as of 5-27-11 Mathematics New Haven High School students will demonstrate 5% improvement on End of Course Assessment (ECA) Update: 42% up to 73% - 31% Increase Next Week: 5-31-11 Graduation Rate Improve NHHS Graduation rate to at least 87% Current rate was 81.7% We had an increase last year to (* Update Rate is 84.7 and we expect it to be higher after this year 2010-2011.) Expectation: 90% Will receive next Fall 2011 Attendance Rate Status: Daily, Weekly, Monthly “ongoing” strategies to increase rate Currently 95% rate at NHHS- Seniors Worst/Freshman Best 95.05 Current attendance data as of 5-27-11 * Update for data of Non-New Haven Students… Stay, Ombudsman, Special Education Improve NHHS attendance rate to at least Profile Description of School The city of New Haven is a suburban community located in northeast Indiana, three miles east of Fort Wayne The city of New Haven has a population of 13, 812 (2009 city data) The economic level tends to be middle class with a $47,798 median household income New Haven has four shopping centers, 15 parks, seven schools, a growing number of housing developments and industries New Haven High School is one of five high schools in East Allen County Schools Corporation It services grades through 12 New Haven High School has the largest population of students in grades through 12 in the East Allen County Schools Current student enrollment is 926 students During the 2010 – 2011 school year, New Haven will employ 50 full time teachers; this includes eight special education teachers and one librarian Twelve special education paraprofessionals are on staff as well as three office paraprofessionals New Haven has two full time guidance counselors and four administrators New Haven graduated 197 students in 2009 The graduation rate for 2009 was 81.7% *73% of the school population is classified as Caucasian The remaining 27% is comprised of AfricanAmerican, Hispanic, Asian and multi-racial In addition, 59% of the school population is designated as full-pay lunch, 33% is free and 8% qualifies for reduced lunch * Data will change significantly 2011-2012 (change to pie graph… Tuesca) 5.27.2011 New Haven is a largely homogenous community with over 94% of the population being Caucasian The remaining 6% consists of Hispanic, African American, Asian, and Multiracial with Hispanic being the largest minority group at 2% This data does not align with the demographics of our school Anticipated Current Numbers for next year 2011-2012 1133 Total Number of expected Students * See Chart for Breakdown by Ethnicity, Class, etc… 5.27.2011 Currently enrolled 1170 (11/12) Parent Organizations “The Dawg Pac” originated early in the 2009-2010 school year During the 2011-2012 school year, the Dawg Pac will be merging with NAND (No Alcohol No Drugs) to strengthen our parent involvement and facilitate a smooth transition for all stakeholders The purpose of this new group is to help promote positive student behavior, assist with school functions, and involve more parents in school activities Other parent organizations include booster clubs for band, wrestling, and football These groups assist with their specific group activities and fund raising School Environment New Haven High School maintains a safe and disciplined learning environment Visitors to the building ring a buzzer to gain admittance and then sign in at the main office While in the building, they must identify themselves with a visitor’s badge at all times The New Haven High School staff and substitute teachers display identification badges at all times during normal school hours Sixteen security cameras are placed strategically throughout both the interior and exterior of the building Monitors are located in the main office area, and videotapes are regularly made of all activities In addition, a New Haven police officer joined the staff as the School Resource Officer (SRO) starting January 2010 All entrances are numbered and locked during the school day Due to the increase in student enrollment for the 2011-2012 school, New Haven High School needs the SRO to become full time Also, additional security cameras are needed throughout New Haven High School For example: stairwells, lunch line, hallways During the 2009 – 2010 school year, New Haven High School initiated a Positive Behavior Intervention System (PBIS) and Response to Intervention (RTI) All NHHS teachers received training and instruction in both areas and all NHHS students will receive instructions on how to respond to challenging situations and confrontations *Student survey indicates that students feel safe at New Haven High School Current surveys support the environment has changed drastically for the better (Survey update for PBIS from Doug Hicks) *The students were also given a “Positive Behavior Intervention Support” survey with questions regarding various aspects of the school environment This survey investigated positive behavior interactions between students and teachers 173 students across all grade levels were surveyed and the results shown above were derived The majority of students feel that teachers usually show respect The majority of students feel that they usually follow directions Many students feel that few teachers tell them when they a good job However, students feel they are acknowledged weekly for doing a good job Updated info from Doug Hicks Discipline Information Staff members receive ongoing training in areas of conflict prevention A positive behavior intervention system has been implemented to help reduce the number of disciplinary issues and RTI outlines intervention levels These programs have seen initial success Students are also provided with agenda books that outline discipline policies, procedures, and consequences for their actions Discipline data is maintained by school administration Documentation is made for Inschool suspensions, Out-of-school suspensions, and Expulsions as displayed in the chart below Disciplinary actions that result from student misbehavior on the bus are handled by the transportation office and not normally affect the classroom involvement *Analysis of above data shows a decreasing trend in the total number of disciplinary actions This suggests that intervention systems are having a positive impact Update: As of 2/23/11 our overall referrals have dropped by 196 referrals Update from Doug Hicks Parent Survey Parents attending the October 2009 and January 2010 Parent Teacher conferences were provided an opportunity to rate school related concerns such as climate, safety, and academics One hundred nine surveys were completed by parents of students representing all grade levels (Note: some parents that responded have students in more than one grade level.) Overall, the survey indicated that parents are satisfied with New Haven High School Update: Ongoing surveys indicate an approval rating is high for the school Update in the fall after 1st PT conference (October 3, 2011) 10 all English classes Presentation made to individual teacher Students will have the opportunity to participate in the “Bulldog Book Club” monthly To be facilitated by faculty staff and/or outside community members Removed due to duplication of #3 – outside reading English teachers will monitor and model sustained silent reading daily SSR Daily- 15 minutes Reading 40 minutes per week for 2011/2012 English teachers will keep online student reading portfolios (Outside) Staff 2010 2011 Library books, alternate reading materials Facilitator sign in sheet and student summaries Documentation will be used for student book talk credit in English Classes English Department 2008 2011 Library books, alternate reading materials, and reading log SRI pre and post test scores English Department 2010 2011 Reading logs, Excel, and share drive Student reading portfolios will be located on the share drive Not happened yet online….Start with Freshman this year and build Technology contact about space on share drive 39 Goal: New Haven High School students will improve in reading comprehension across the curriculum (Passing Rate was 49% Update: 63% Passing Rate (14% passing Re-testers increase in ECA Testing) Benchmark: New Haven will increase by 5% in overall reading comprehension scores on End of Course Exam Assessment (ECA) Support Data: (Assessments) ISTEP + Reading Comprehension Sub Scores, ECA Reading Comprehension Scores, Core 40, SRI test data, PSAT, SAT and ACT tests Intervention # 2: All students will experience a minimum of 10 End of Course (ECA) modeled questions per course each trimester Activity Teachers will include a minimum of 10 questions per course per trimester, formatted similarly to standardized test questions from ECA Semester – to be used in all classes Compare & Contrast & Summarize (Multiple Paragraph 6+ ECA Scoring Method) point scoring method, multiple sentence and paragraph.) suggested scoring rubrics Teachers across the curriculum will give students an unfamiliar passage related to their content area and create comprehension questions modeled after the ECA, a minimum of three times per trimester Change to per semester, per course (administered in every class) Due by end of each semester English department will post on NHHS share drive examples of Person Responsible Teachers Timeline Beginning 2010 Timeline End 2011 Research/Best Practices: W Daggett research, R Payne Learning Perspectives strategies, and National Urban Alliance teaching strategies Resources Monitoring Activity Sample of test questions provided by IDOE sources Update: All Teachers have “data binders” to monitor Language Conventions Rubric Ideas & Content Organization Style Voice All Teachers Departments will collect and store sample questions 2010 2011 Sample of test questions provided by IDOE sources or other websites Departments will collect and store sample questions Data Binders Department Chairs will monitor reports to be turned in to principal English Department 2010 2011 40 List of essential vocabulary Departments will collect samples with highlighted “essential vocabulary” to be utilized within the questions Have copy sample ready- Shared drive and in binders essential vocabulary Goal: New Haven Students will improve in reading comprehension across the curriculum Benchmark: New Haven will increase by 5% in overall reading comprehension scores on End of Course Assessment Passing Rate was 49% Update: 63% Passing Rate (14% passing Re-testers increase in ECA Testing) Support Data: (Assessments) ISTEP + Reading Comprehension Sub Scores, ECA test scores, SRI scores, classroom pre and post tests Intervention # 3: All Special Education students will have the opportunity to improve their reading comprehension through practice with a variety of reading programs (Alicia Hakes) Check with Hakes to see if they are still doing the same thing next year Activity Person Responsible Timeline Timeline Beginning End Students will take an SRI pre-test to Special Education 2010 2011 determine their current reading levels students and special Update: See Special Ed Data education instructors Binders Students will spend 45 minutes per day Special Education 2010 2011 using Mindplay software to improve students and special phonetics and reading skills education instructors Special Education students will spend Special Education 2010 2011 30 minutes per day using FLRT students and special software to improve reading education instructors comprehension 41 Research/Best Practices: Cris Tovani author of I Read It, But I Don’t Get It, and Do I Really Have To Teach Reading? Resources Monitoring Activity SRI, collaboration with SRI scores Laura Close (reading program director) Mindplay, collaboration with Laura Close (reading program director) FLRT, collaboration with Laura Close (reading program director) Instructor monitoring, scores Instructor monitoring, scores Students participate in a variety of reading environments (silent, small group, large group) Special Education students and special education instructors 2010 2011 Throughout the trimester, students read books at a variety of difficulty levels Special Education students and special education instructors 2010 2011 Teachers will guide students through the SQRW program to enhance reading in the general education classroom Special Education Instructors 2010 2011 Special Education students will take an SRI post-test to determine their current reading levels Special Education students and special education instructors 2010 2011 Classroom novels, collaboration with Laura Close (reading program director) Classroom novels, collaboration with Laura Close (reading program director) SQRW study skills handbook, collaboration within the special education department SRI, collaboration with Laura Close (reading program director) Weekly activity report Weekly activity report Weekly activity report SRI scores Goal: New Haven students will improve in reading comprehension across the curriculum Benchmark: New Haven will increase by 5% in overall reading comprehension scores on End of Course Assessment Passing Rate was 49% Update: 63% Passing Rate (14% passing Re-testers increase in ECA Testing) Support Data: (Assessments) ISTEP + Reading Comprehension Sub Scores, ECA Reading Comprehension Scores, Core 40, SRI test data, PSAT, SAT and ACT tests 42 Intervention # 4: Students will receive instruction in the use of comprehension strategies across the curriculum Activity Person Responsible Timeline Beginning Timeline End Teachers will use a variety of graphic organizers (i.e Frayer Model, Venn diagram, flow charts, semantic mapping, character map, time lines, T charts, word webs, concept webs) (List Anna Spaulding Dates and handouts she utilized) Jan 27 Feb 17 samples per semester, per course Each department will create an “Essential Vocabulary” list for each particular course Teachers Dates: Accomplished via Teacher Prep Times 2010 2011 Data Binders per Dept/Content Area Science will update with new books Students will utilize “Pairs Read” to hone their comprehension and summarization skills One Reads and other summarizes Completed times per semester, per class Research/Best Practices: Cris Tovani author of I Read It, But I Don’t Get It, and Do I Really Have To Teach Reading? Resources Monitoring Activity Textbook, State Standards, Teaching Reading in the Content Areas by Billmeyer and Barton Departments will collect and store samples Place in Data Binders Summarization- Marzano Teachers 2010 2011 Textbook, State Standards, Teaching Reading in the Content Areas by Billmeyer and Barton Departments will collect and store samples and post to share drive Students/Teachers 2010 2011 Textbook, State Standards, Teaching Reading in the Content Areas by Billmeyer and Barton Lesson plans and post to department binder Mathematics Goal Goal: New Haven High School students will demonstrate 5% improvement on End of Course Assessment (ECA) 43 Update: 42% to 73% Increase amount: 31% Support Data: (Assessments) ECA, SAT, PSAT, ACT scores from previous years, and pre-test/post-test on linear equations and inequalities Intervention #1: Each week, students will work on a minimum of two problems pertaining to solving linear equations and inequalities Research/Best Practices: Literature Based Activities for Integrating Mathematics with Other Content Areas by Robin A Ward Resources Monitoring Activity Activity Person Responsible Timeline Beginning Timeline End Students will complete a pre-test which includes a variety of 10 linear equations and inequalities Math Department 2010 2011 Questions taken from an ECA sample test from the IDOE website Math Department 2010 2011 Sample questions from Indiana Finish Line ECA and other questions created by the teacher Questions taken from an ECA sample test from the IDOE website Update: Data Binder collection Students will complete at least questions weekly which relate directly to the goal questions Students will complete a post-test which includes a variety of 10 linear equations and inequalities Math Department 2010 2011 The math department will analyze data of pre-test and post-test scores Math Department 2010 2011 “Ongoing” Dept Data Binders Pre-Post Data in all Math Data Binder 44 Data compiled of pre-test and post-test Teachers will grade pre-test and compile data Post to share drive and dept binder Teachers will document questions worked in class Teachers will grade post-test and compile data Post to share drive and dept binder Discussion will be posted on shared in collaboration minutes Goal: New Haven High School students will demonstrate 5% improvement on End of Course Assessment (ECA) 42% to 73% Update: Increase 31% Support Data: (Assessments) ECA, SAT, PSAT, ACT scores from previous years, and classroom pre-test/post-test scores Intervention #2: All Special Education students will have the opportunity to improve their mathematical skills based on Individual Learning Plans through practice with PLATO Learning Software **Update: Refer To Special Ed Dept Data Binders.” See Hakes about new training update Activity Person Responsible Timeline Timeline Beginning End Research/Best Practices: Literature Based Activities for Integrating Mathematics with Other Content Areas by Robin A Ward Resources Monitoring Activity Students will complete a pre-test to determine content knowledge level Student 2010 2011 PLATO Learning Software Each student will receive a learning plan based on results of the pre-test Students will work on their plans approximately one time per week for at least 45 minutes Special Education staff will re-teach essential math skills a minimum of 45 minutes, four days per week Teacher 2010 2011 PLATO Learning Software Teachers will monitor student work Teachers will work within PLATO to create plans Teacher 2010 2011 Students will complete a post-test to show growth within their individualized plan Student 2010 2011 Mathematics textbooks, Collaboration with general education teachers PLATO Learning Software 45 Written assessments Teachers will monitor student work Teacher will analyze pre-test versus post-test results Goal: New Haven High School students will demonstrate 5% improvement on End of Course Assessment (ECA) Update: 42% up to 73% - 31% Increase Support Data: (Assessments) ECA, SAT, PSAT, ACT scores from previous years Guidance Dept: More updates on data Intervention #3: All students will have the opportunity to integrate a variety of mathematically based Research/Best Practices: Literature Based problems across the curriculum Activities for Integrating Mathematics with Other Content Areas by Robin A Ward Activity Person Responsible Timeline Timeline Resources Monitoring Beginning End Activity Students will analyze and answer questions based on graphs, a minimum of two times per trimester (Dept Chairs will collect by dept.) Per semester, per course (in every class) Students will be taught how to calculate their grades (Students will have the opportunity to simplify mathematical expressions using a variety of basic operations.) times per semester, per class Teacher 2010 2011 Math and Science Department, Textbooks Teachers will provide two samples to be placed in dept binders Teacher 2010 2011 Math Department Student notebook checks 46 Results-Based Staff Development Plan Language Arts Intervention #1: All students will have the opportunity to read a variety of novels of their choice in addition to required course readings in all English classes Update: Sample student work collected and posted in “Data Binders.” Staff Development Outcome English teachers will maintain outside reading program Measure of Effectiveness English teachers will maintain student reading logs, monitor student reading journals, and facilitate student book talks Update: Ongoing Level Knowledge Model/ Demonstration Follow Up Long Term Maintenance Activity Person Responsible All English teachers will collaborate and English teachers discuss improvements in students’ reading comprehension skills English teachers will model silent English teachers reading and appropriate book talk presentation English teachers will collaborate to English teachers discuss the effectiveness of this program All new English teachers will receive English department training regarding this program head 47 Student Outcome Students will show improvement in reading comprehension activities throughout the English course, on SRI assessments, and on the ECA exam Evidence of Attainment Collaboration minutes- Posted on share drive Reading logsPrincipal Observations Collaboration minutes- Shared Drive Collaboration minutes Resources Timeline Reading logs Reading journals Reading logs 20102011 2012 20102011 Collaboration time Reading logs I Read It, But I Don’t Get It Collaboration time 20102011 20102011 Intervention #2: All students will experience a minimum of 10 End of Course Assessment (ECA) modeled questions per course per trimester Updated: Ongoing/Data Meetings with Principal reveal necessary 3rd Trimester meetings to report out success to Principal Data Binders will collect sample student work Administrators conduct walk-throughs and give feedback to staff semester Staff Development Outcome Measure of Effectiveness Student Outcome All staff will receive training in creating Each department will keep a binder of Students will recognize question style and ECA-modeled questions and have access sample questions from each teacher format on the ECA to several examples Level Activity Knowledge All staff will receive example questions and then create questions that correspond to their subject-area Person Responsible Curriculum Team School Improvement Team Evidence of Attainment Examples in department binders Curriculum Team Meeting minutes Department heads Curriculum Team Collaboration minutes Sample-question binders Collaboration minutes Update: Completed in Data Binders Model/ Demonstration Follow Up Long Term Maintenance Curriculum team will model sample questions for each department All department heads will maintain sample-question binders, and curriculum team will serve as a resource for teachers who need assistance All new teachers will receive training regarding this program from department heads All department head 48 Resources Timeline IDOE sample questions Do I Really Have to Teach Reading? Department binders IDOE sample questions Collaboration time Department binders Collaboration time 20102011 2012 20102011 20102011 20102011 Intervention #3: All Special Education students will have the opportunity to improve their reading comprehension through practice with a variety of reading programs Update: See Data Binders for all software reading programs… New Reading Program in place RAPS 360 See Hakes about new training Staff Development Outcome Special Education teachers will be trained to facilitate the reading software Level Measure of Effectiveness Special Education teachers will monitor student participation with software Knowledge Person Responsible Special Education teachers will Special Education collaborate and discuss improvements in teachers students’ reading comprehension skills Evidence of Attainment Collaboration minutes Model/ Demonstration Special Education teachers will instruct students on using this software Special Education teachers Software date Follow Up Special Education teachers will collaborate to discuss the effectiveness of this program New Special Education teachers will receive training regarding this software Special Education teachers Special Education department head Long Term Maintenance Activity Student Outcome Students will show improvement in reading comprehension activities throughout the English course, on SRI assessments, and on the ECA exam 49 Resources Timeline SRI software Mindplay software FLRT software Collaboration with Laura Close SRI software Mindplay software FLRT software 20102011 Collaboration minutes Collaboratin time 20102011 Collaboration minutes Collaboration time 20102011 20102011 Intervention #4: Students will receive instruction in the use of reading comprehension strategies across the curriculum Update: Anna Spaulding & Language Arts Dept have us in good shape with this Intervention Ongoing Professional Development will continue in the Spring Two More Sessions with Anna Spaulding Staff Development Outcome Teachers will receive examples of a variety of graphic organizers, “essential vocabulary,” and “Pairs Read” sample activities Update: Measure of Effectiveness Teachers will provide examples of these activities and keep them in a department binder Level Activity Knowledge All teachers will be given access to sample templates and activities on the share drive Model/ Demonstration Follow Up Long Term Maintenance Update: In Progress All teachers will instruct students in the use of these graphic organizers and activities Ongoing All teachers will facilitate students’ use and participation of these strategies All new teachers will receive training regarding these activities Student Outcome Students will show improvement in reading comprehension activities throughout each course, on SRI assessments, and on the ECA exam Person Responsible Curriculum team Evidence of Attainment Samples placed in department binders All teachers Student work All teachers Student work Department heads Collaboration minutes 50 Resources Timeline Teaching Reading in the Content Areas Department binders Templates and samples on share drive Templates and samples on share drive Teaching Reading in the Content Areas Collaboration time 20102011 20102011 20102011 20102011 Results-Based Staff Development Plan Mathematics Intervention #1: Each week, students will work on a minimum of two problems pertaining to linear equations and inequalities Update: Strength areas are starting to show from ECA scores with linear equations and inequalities Concern Area currently under review is Quadratic equations based from Winter ECA results Administrators conduct walk-throughs and give feedback to staff Staff Development Outcome Measure of Effectiveness Student Outcome The math department will review ECA-type Pre and post test scores will be reviewed to The students will show growth in their pre and problems with linear equations and inequalities determine student growth post test scores and also on the ECA in order to help students improve ECA scores Level Activity Person Responsible Knowledge The math department will collaborate on ECA-type questions concerning linear equations and inequalities Staff will demonstrate the math problems in their classrooms weekly and share student progress within departments meetings during collaboration time Student samples will be reviewed to determine student progress Administrators conduct walk-throughs and give feedback to staff Teachers conduct discussions during department meetings Math department will convene at the end of the school year and review student scores on the pre/post test scores and the ECA to review growth Comparing the pre/post test scores with the ECA scores to check consistency within student growth Math department will continue to incorporate linear equations and inequalities throughout math classes Math department will work with new staff to model and assist with understanding the Math Department Model/ Demonstration On the Job Practice Follow Up Long Term Maintenance Evidence of Attainment Sample Questions Resources Timeline Finish Line ECA, practice ECA tests Blueprints Books, examples of student work, Finish Line ECA 2010-2011 Math Department Collaboration minutes Math Department, Administrators Walk-thru dates and feedback Feedback forms 2010-2011 Math Department Meeting Minutes Pre/post test scores, ECA scores 2010-2011 Math Department Dates of Meeting, People Attending District Curriculum and Resources 2010-2011 51 2010-2011 math goals Intervention #2: All Special Education students will have the opportunity to improve their mathematical skills based on Individualized Learning Plans through practice with PLATO Learning Software Update: Ongoing Administrators conduct walk-throughs and give feedback to staff.Hakes to review Staff Development Outcome Special Education staff will strengthen their comfort level in the usage of the PLATO Learning Software Measure of Effectiveness The Special Education staff will be able to create individualized plans for each student, tailored to their specific areas of weaknesses Level Activity Person Responsible Knowledge Special Education staff will collaborate and be trained in the use of the PLATO Learning Software Special Education staff will demonstrate their knowledge of PLATO Learning Software in their classrooms by helping students with individualized plans and sharing within department meetings Student reports will be reviewed to determine student progress Administrators conduct walk-throughs and give feedback to staff Teachers conduct peer observations during department meetings Peer observations – change to discussion Special Education staff will convene at the end of the school year and review student scores Any new Special Education staff will be trained on PLATO Learning Software Special Education Staff Model/ Demonstration On the Job Practice Follow Up Long Term Maintenance Student Outcome Special Education students will show growth through pre/post test scores Evidence of Attainment Dates of Training and/or Collaboration and Attendance Department meeting minutes, Student reports Resources Timeline Collaboration forms and materials Individualized Plans, Student reports 2010-2011 Special Education Staff, Administrators Walk-thru dates and feedback Feedback forms 2010-2011 Special Education Staff Date of Meeting Pre/post test scores 2010-2011 Special Education Staff Dates of Meeting, People Attending PLATO Learning Software 2010-2011 Special Education Staff 52 2010-2011 Intervention #3: All students will have the opportunity to integrate a variety of mathematically based problems across the curriculum Staff Development Outcome Staff will strengthen their comfort level in the implementation of mathematical problem skills with students Measure of Effectiveness The staff will be able to identify and teach different types of math problems to their students Administrators will observe teachers using math problems during observations Level Activity Person Responsible Knowledge The math department will collaborate with any staff member in the use of math problems within the curriculum Staff will demonstrate the math problems in their classrooms and share within departments/full staff during collaboration time Student samples will be reviewed to determine student progress Administrators conduct walk-throughs and give feedback to staff Teachers conduct discussions during department meetings Math department will convene at the end of the school year and review student scores on the ECA to review growth in math scores Math department will work with new staff to model and assist with understanding the math goals Math Department Model/ Demonstration On the Job Practice Follow Up Long Term Maintenance Student Outcome The students will show growth in their scores on the ECA Evidence of Attainment Dates of Training and/or Collaboration and Attendance Collaboration minutes Resources Timeline Finish Line ECA Blueprints IDOE Website Books, examples of student work 2010-2011 Staff, Administrators Walk-thru dates and feedback Feedback forms 2010-2011 Staff Date of Meeting ECA scores 2010-2011 Math Department Dates of Meeting, People Attending District Curriculum and Resources 2010-2011 Staff 53 2010-2011 ... Tool Guidance Program School Improvement Action Plan Language Arts Data Mathematics Data Graduation Data Attendance Data School Improvement Plan Committee Appendix 1: School Improvement Teams Appendix... schools, a growing number of housing developments and industries New Haven High School is one of five high schools in East Allen County Schools Corporation It services grades through 12 New Haven. .. enrollment for the 2011-2012 school, New Haven High School needs the SRO to become full time Also, additional security cameras are needed throughout New Haven High School For example: stairwells,