Comprehensive School Improvement Plan Danville Independent School District Mr. Aaron L Etherington, Principal 203 East Lexington Avenue Danville, KY 40422-1599 Document Generated On January 31, 2013
TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7 KDE Needs Assessment Introduction 9 Data Analysis 10 Areas of Strengths 11 Opportunities for Improvement 12 Conclusion 13 Response for Required Action: Program Reviews Overview 15 Goals Summary 16 Goal 1: will implement the Program Review process to reflect on and evaluate Arts and Humanities, PLCS and Writing programs school-wide. 18 Activity Summary by Funding Source 21
Response for Required Action: TELL Survey Overview 24 Goals Summary 25 Goal 1: Professional development at the school will be based upon a needs assessment drawn from data, will be differentiated and will be evaluated on a regular basis. 26 Activity Summary by Funding Source 27 Response for Required Action: Freshman Graduation Rates Overview 29 Goals Summary 30 Goal 1: Increase the percentage of students who are college and career ready from 55% to 70% by 2015 31 Goal 2: Increase the graduate rate for from 76% to 85% by 2014 31 Activity Summary by Funding Source 33 Response for Required Action: Achievement Gaps Overview 35 Goals Summary 36 Goal 1: Increase the percentage of students in African American and lep subgroups who score Proficient/Distinguished in Reading & Math. 37 Activity Summary by Funding Source 38
Introduction The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that students reach proficiency and beyond by 2014. The process focuses school and district improvement efforts on student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds that flow into the district and the priority needs in schools. Your school's plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address gaps in student achievement. SY 2012-2013 Page 1
Executive Summary SY 2012-2013 Page 2
Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. SY 2012-2013 Page 3
Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?, located in Danville-Boyle County, in south central Kentucky, is a grades 9-12 school with a diverse population of 500+ students, including 33.4% minority and 55% free/reduced lunch. The FTE staffing for is 33, with 81% Rank I, including three with National Board Certification and two with doctorates. DHS seniors had an average ACT Composite of 19.9 and greater than 85% of graduates are enrolled in post-secondary education. The instructional program, including11 Advanced Placement courses, allows student to learn in an academic environment of exploration and challenge. Every classroom is equipped with a telephone and computers with Internet access. The DHS Performing Arts Center/Auditorium showcases students in various productions of visual and performing arts at the school and serves as a learning center for all the Danville Schools. Danville HS has a tradition of excellence in academics, forensics and athletics. The school is a nationally recognized innovation site. For more information about DHS, please visit our website at www.danvilleschools.net/dhs/site/default.asp. SY 2012-2013 Page 4
School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. The mission of is to provide an educational culture where all students share the vision of becoming productive and responsible citizens through the pursuit of academic excellence and individual success. The staff are focused on meeting the educational needs of all students. staff participate in professional development activities designed to equip teachers with content teaching practices to help all students. The staff worked to identify and meet the needs of all students. Academic goals call for improvement in overall academic achievement and growth for all students. Teacher efforts through PLCs in the areas of planning, best practices and monitoring of student progress are in place at the school. There is an intentional focus on using core content standards in English/Language Arts and Mathematics. At DHS, there is pride in a strong tradition of excellence in academics, the arts, and athletics. For more than one hundred years, the Danville Schools have graduated some of the most accomplished alumni in Kentucky and the nation. Our graduates symbolize the true definition of "Anchored in Excellence." While we are proud of our storied past, we realize that the 21st Century, globalization, and a contracting economy present new challenges and demands for our teachers and students. Post-secondary success requires our Admirals to be equipped with a wide array of innovative skills and an in-depth, working knowledge of multiple disciplines. Therefore, our staff is dedicated to making certain that all Admirals graduate DHS ready to excel at life's endeavors. In order to accomplish this goal, we believe our teachers must be artisans in the classrooms. Our professional faculty utilizes a combination of technology and best practices to provide standards based instruction while engaging students in rich, authentic, learning experiences. Our teachers take pride in staying on the cutting edge of excellence in education. Consequently, today's Admirals are establishing the academic benchmark for ACT and other standards based achievement scores. Furthermore, many of our extra-curricular programs reflect our dedication to academic success. Our state and nationally recognized DHS Forensics and Academic teams are reminders of the higher quality thinking and learning that occurs daily in our hallways. At we have a passionate appreciation for the arts. We believe that the opportunity to experience and explore both visual and performing arts maximizes student potential and develops a diverse skill set that promotes success in the 21st Century. Our state of the art Gravely Hall, spectacular spring and fall performances, and distinguished arts alumni symbolize our deep devotion to our arts programs. Lastly, Danville Admiral athletic teams are recognized throughout our state for accomplishments on and off the playing surface. Our Admirals have earned many state, regional, and district championships while demonstrating a high degree of character and sportsmanship. Several of our teams and participants have received highest honors as student athletes. We are honored to wear the Blue and White, and be Admirals. SY 2012-2013 Page 5
Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Notable Achievements Notable Achievements National Merit Semifinalists Numerous students selected to Governor's Scholars Program and the Governor's School for the Arts Two students selected for Gatton Academy at Western Kentucky University Championship level Academic and Speech/Forensics Teams Band placed in upper tier in their class at state level Scholar athletes in boys and girls soccer Sports teams/individuals and cheerleading teams successful at state level Student participation in school organizations and clubs Other extracurricular and co-curricular activities such as JSA, school plays and musical events continues to gain momentum by blending tradition with innovation. Teachers are using Common Core Standards in English/Language Arts and mathematics and will add Science in 2013-14. Instruction is being enhanced by Performance Based Assessments (PBATS), Project-Based Learning (PBL) and online programs such as ALEKS, Compass Learning and the Khan Academy. Strong emphases are being placed on tailoring instruction so that all students will show achievement and growth in all content areas. They will score at the Proficient/Distinguish levels on appropriate state assessments and be College and Career Ready by the time they graduate with their cohort group at a higher percentage in each successive year. SY 2012-2013 Page 6
Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. No additional information at this time SY 2012-2013 Page 7
KDE Needs Assessment SY 2012-2013 Page 8
Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. SY 2012-2013 Page 9
Data Analysis What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you? What does the data/information not tell you? DHS was designated as a school in the "Needs Improvement" category. A large number of students are not scoring proficient/distinuishd in reading and math. SY 2012-2013 Page 10
Areas of Strengths What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there cause to celebrate? The number of students scoring proficient/distinguished in math was a relative strength st DHS. The school was in the top 10 schools in the state for growth in the % of students meeting college & career readiness benchmarks. SY 2012-2013 Page 11
Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? Reading and Math proficiency College & Career readiness Decrease drop out rate Increase graduation rate SY 2012-2013 Page 12
Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? Targeted intervention services to help students reach proficiency SY 2012-2013 Page 13
Response for Required Action: Program Reviews SY 2012-2013 Page 14
Overview Plan Name Response for Required Action: Program Reviews Plan Rationale has created an on-going plan to reflect on and evaluate the Arts and Humanities, PLCS, and Writing programs school-wide Addresses Required Action Statement Program Reviews Description The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS and writing. SY 2012-2013 Page 15
Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Measurable Objective Total Funding 1 will implement the Program Review process to reflect on and evaluate Arts and Humanities, PLCS and Writing programs school-wide. Objectives: 3 Strategies: 5 Activities: 6 Organizational Collaborate to reflect on and $500 evaluate Arts and Humanities, PLCS and Writing curriculum and instruction and formative and summative assessment during PLC time, planning days and through on-going monitoring by school leadership by 05/31/2013 as measured by PLC and planning day meeting agendas, notes and principal monitoring of instruction., Demonstrate a proficiency in the Program Review standards in Arts and Humanities, PLCS and Writing by 05/31/2013 as measured by evaluation of these programs based on the Program Review rubrics in those areas., Complete a portfolio or performance All students will have the opportunity to demonstrate learning in an art form/forms, in a practical living area and in writing through hands-on exhibits, perforamances, portfolios and other authentic measures of student learning. by 05/30/2013 as measured by Teacher rubrics, jury processes and professional guidelines for College and Career Readiness in Arts and Humanities, PLCS and Writing. SY 2012-2013 Page 16
SY 2012-2013 Page 17
Goal 1: will implement the Program Review process to reflect on and evaluate Arts and Humanities, PLCS and Writing programs school-wide. Measurable Objective 1: Collaborate to reflect on and evaluate Arts and Humanities, PLCS and Writing curriculum and instruction and formative and summative assessment during PLC time, planning days and through on-going monitoring by school leadership by 05/31/2013 as measured by PLC and planning day meeting agendas, notes and principal monitoring of instruction. Strategy 1: Collegial Planning - Teachers will reflect on, evaluate and revise curriculum and instruction and formative and summative assessments through a reflective process guided by the Program Review process in Arts and Humanities, PLCS and Writing. Activity - Collegial Planning Activity Type Begin Date End Date Resource Assigned DHS faculty will use PLC time and planning days to reflect and evaluate school-wide programs in Arts and Humanities, PLCS, and Writing based on Program Review rubrics and state/national standards. Academic Support Program Source Of Funding 08/15/2012 05/31/2013 $0 No Funding Required Staff Responsible Principal, Arts and Humanities, PLCS, Writing department heads Strategy 2: Leadership Support and Monitoring - School leadership and SBDM will establish policies and procedures to monitor implementation of high quality instruction in all areas evaluated through the Program Review process. Activity - Monitor Instruction Activity Type Begin Date End Date Resource Assigned Monitor instructional strategies in Arts and Humanities, PLCS and Writing through walk throughs, other observations and fidelity coach Academic Support Program Source Of Funding 08/15/2012 05/31/2013 $0 No Funding Required Staff Responsible Principal, District Personnel, SBDM Measurable Objective 2: Demonstrate a proficiency in the Program Review standards in Arts and Humanities, PLCS and Writing by 05/31/2013 as measured by evaluation of these programs based on the Program Review rubrics in those areas. Strategy 1: Curriculum and Instruction/Formative and Summative Assessment - Teachers will implement lesson plans congruent with State and National Standards in Arts and Humanities, PLCS and Writing and based on best practices identified by the Program Review Rubric and Characteristics of High Effective Teaching and Learning. They will collaborate with other arts and academic faculty to provide vertical alignment and integrated lessons. Arts, PLC and Writing faculty will work with district faculty to SY 2012-2013 Page 18
revise and monitor instruction based on student needs. Activity - Implementation of Standards-Based Lessons Activity Type Begin Date End Date Resource Assigned Arts and Humanities, PLCS and Writing faculty will implement hands-on lessons based on State and National Standards for all students. They will utilize guest artists and other professionals/community members when possible and implement a variety of formative and summative assessments to assess student learning. Direct Instruction Source Of Funding 08/15/2012 05/31/2013 $0 No Funding Required Staff Responsible Arts and Humanities, PLCS, Writing Faculty, Principal Strategy 2: Professional Development - Teachers will be provided appropriate professional development opportunity for teaching in the Arts and Humanities, PLCS and Writing Activity - Teacher Training for integration Activity Type Begin Date End Date Resource Assigned Teachers will be provided collegial planning, job-embedded training and other training opportunities to allow them to integrate Arts and Humanities, PLCS and Writing school-wde Academic Support Program Source Of Funding 08/06/2012 05/31/2013 $0 No Funding Required Staff Responsible Principal, Department Heads, Faculty as assigned Activity - Teacher Training for specific content areas Activity Type Begin Date End Date Resource Assigned Arts and Humanities, PLCS and Writing Teachers will have opportunities to participate in content-based professional development Strategy 1: Authentic Assessments - In curricular, co-, and extra-curricular activies students will have the opportunity to demonstrate their learning through authentic assessments in Arts and Humanties, PLCS and Writing. This may include school, local and regional and state contests, exhibits, tournaments, performances, internships, jobs and service learning opportunities. Academic Support Program Source Of Funding Staff Responsible 08/06/2012 05/31/2013 $500 Other Principal, Department Heads Measurable Objective 3: Complete a portfolio or performance All students will have the opportunity to demonstrate learning in an art form/forms, in a practical living area and in writing through hands-on exhibits, perforamances, portfolios and other authentic measures of student learning. by 05/30/2013 as measured by Teacher rubrics, jury processes and professional guidelines for College and Career Readiness in Arts and Humanities, PLCS and Writing. Activity - Authentic Assessments Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY 2012-2013 Page 19
Students will have the opportunity to partcipate in various hands-on tasks in Arts and Humanities, PLCS and Writing both in class and outside the school day. Career Preparation/O rientation 08/15/2012 05/15/2013 $0 No Funding Required Arts and Humanities, PLCS and Writing Faculty, Principal, Team Coaches and Internship sponsors SY 2012-2013 Page 20
Activity Summary by Funding Source Below is a breakdown of your activities by funding source Other Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Teacher Training for specific content areas No Funding Required Arts and Humanities, PLCS and Writing Teachers will have opportunities to participate in content-based professional development Academic Support Program Staff Responsible 08/06/2012 05/31/2013 $500 Principal, Department Heads Total $500 Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Implementation of Standards-Based Lessons Authentic Assessments Monitor Instruction Teacher Training for integration Arts and Humanities, PLCS and Writing faculty will Direct implement hands-on lessons based on State and National Instruction Standards for all students. They will utilize guest artists and other professionals/community members when possible and implement a variety of formative and summative assessments to assess student learning. Students will have the opportunity to partcipate in various hands-on tasks in Arts and Humanities, PLCS and Writing both in class and outside the school day. Monitor instructional strategies in Arts and Humanities, PLCS and Writing through walk throughs, other observations and fidelity coach Teachers will be provided collegial planning, job-embedded training and other training opportunities to allow them to integrate Arts and Humanities, PLCS and Writing schoolwde Career Preparation/O rientation Academic Support Program Academic Support Program Staff Responsible 08/15/2012 05/31/2013 $0 Arts and Humanities, PLCS, Writing Faculty, Principal 08/15/2012 05/15/2013 $0 Arts and Humanities, PLCS and Writing Faculty, Principal, Team Coaches and Internship sponsors 08/15/2012 05/31/2013 $0 Principal, District Personnel, SBDM 08/06/2012 05/31/2013 $0 Principal, Department Heads, Faculty as assigned SY 2012-2013 Page 21
Collegial Planning DHS faculty will use PLC time and planning days to reflect and evaluate school-wide programs in Arts and Humanities, PLCS, and Writing based on Program Review rubrics and state/national standards. Academic Support Program 08/15/2012 05/31/2013 $0 Principal, Arts and Humanities, PLCS, Writing department heads Total $0 SY 2012-2013 Page 22
Response for Required Action: TELL Survey SY 2012-2013 Page 23
Overview Plan Name Response for Required Action: TELL Survey Plan Rationale A goal has been added to the CIP that addresses staff response to the TELL Survey as related to low ratings in various areas of professional development at the school. The areas of low ratings include whether offered PD deepens teachers' content knowledge, if PD is differentiated to meet individual teacher needs, and whether PD is evaluated and results reported to staff. Addresses Required Action Statement TELL Survey Description The school has identified specific strategies to address areas for improvement identified in the TELL KY Survey results. SY 2012-2013 Page 24
Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Measurable Objective Total Funding 1 Professional development at the school will be based upon a needs assessment drawn from data, will be differentiated and will be evaluated on a regular basis. Objectives: 1 Strategies: 1 Activities: 1 Organizational Collaborate to arrange professional development that is meaningful for teachers and applicable to instruction in their classroom by 08/07/2013 as measured by the positive impact on classroom instruction and by achievement on classroom and state assessments. $0 SY 2012-2013 Page 25
Goal 1: Professional development at the school will be based upon a needs assessment drawn from data, will be differentiated and will be evaluated on a regular basis. Measurable Objective 1: Collaborate to arrange professional development that is meaningful for teachers and applicable to instruction in their classroom by 08/07/2013 as measured by the positive impact on classroom instruction and by achievement on classroom and state assessments. Strategy 1: Needs Assessment - The instructional staff will analyze required course content, current instructional practices and school/state assessment results to determine areas of need for professional development. Research Cited: The cycle of needs assessment, changes in processes and assessing new results in a proven model. Activity - Analysis of Data/Information Activity Type Begin Date End Date Resource Assigned Instructional staff will meet in content/collegial groups to analyze assessment results and current instructional practices at the school. Professional Learning Source Of Funding 06/03/2013 08/14/2013 $0 No Funding Required Staff Responsible Principal, department chairs, individual teachers SY 2012-2013 Page 26
Activity Summary by Funding Source Below is a breakdown of your activities by funding source No Funding Required Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Analysis of Data/Information Instructional staff will meet in content/collegial groups to Professional analyze assessment results and current instructional Learning practices at the school. Staff Responsible 06/03/2013 08/14/2013 $0 Principal, department chairs, individual teachers Total $0 SY 2012-2013 Page 27
Response for Required Action: Freshman Graduation Rates SY 2012-2013 Page 28
Overview Plan Name Response for Required Action: Freshman Graduation Rates Plan Rationale DHS will improve the freshman graduation rates by increasing monitoring and support for students, especially for those identified as at-risk. Addresses Required Action Statement Freshman Graduation Rates Description The school identified specific strategies to increase the average freshman graduation rate. SY 2012-2013 Page 29
Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Measurable Objective Total Funding 1 Increase the percentage of students who are college and career ready from 55% to 70% by 2015 Objectives: 1 Strategies: 1 Activities: 1 Academic 60% of Twelfth grade students will demonstrate a proficiency by reaching benchmark in Career & Technical by 05/31/2013 as measured by ACT, KOSSA, ASVAB, Work Keys, KYOTE, COMPASS and Industry Certificates. $0 2 Increase the graduate rate for Danville High School from 76% to 85% by 2014 Objectives: 1 Strategies: 1 Activities: 2 Organizational Demonstrate a behavior by increasing the graduation rate from 76% to 85% by 05/23/2014 as measured by non-academic data reports for 2013 and 2014. $0 SY 2012-2013 Page 30
Goal 1: Increase the percentage of students who are college and career ready from 55% to 70% by 2015 Measurable Objective 1: 60% of Twelfth grade students will demonstrate a proficiency by reaching benchmark in Career & Technical by 05/31/2013 as measured by ACT, KOSSA, ASVAB, Work Keys, KYOTE, COMPASS and Industry Certificates. Strategy 1: Targeting students - Individual students will be matched to CCR options based on ACT scores, Career & Technical Education courses and student interests/abilities. Activity - Common College Applications Activity Type Begin Date End Date Resource Assigned DHS students will become familiar with the college application process. Career Preparation/O rientation Source Of Funding 09/03/2012 05/23/2013 $0 No Funding Required Staff Responsible District and school leadership, classroom teachers Goal 2: Increase the graduate rate for from 76% to 85% by 2014 Measurable Objective 1: Demonstrate a behavior by increasing the graduation rate from 76% to 85% by 05/23/2014 as measured by non-academic data reports for 2013 and 2014. Strategy 1: Persistence to graduation - staff and administration will identify the students who are most at-risk for not completing high school. Activity - Persistence to graduation Activity Type Begin Date End Date Resource Assigned Provide a series of academic supports for students who are not on track to graduate from Academic Support Program Source Of Funding 08/15/2012 05/24/2013 $0 No Funding Required Staff Responsible Danville High School teachers, counselors and administrators Activity - ILP Monitoring Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY 2012-2013 Page 31
Teachers will meet with students to review and update the ILP on a continuing basis. Career Preparation/O rientation 08/15/2012 05/31/2013 $0 No Funding Required DHS faculty SY 2012-2013 Page 32
Activity Summary by Funding Source Below is a breakdown of your activities by funding source No Funding Required Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Persistence to graduation Provide a series of academic supports for students who are not on track to graduate from Common College Applications ILP Monitoring DHS students will become familiar with the college application process. Teachers will meet with students to review and update the ILP on a continuing basis. Academic Support Program Career Preparation/O rientation Career Preparation/O rientation Staff Responsible 08/15/2012 05/24/2013 $0 Danville High School teachers, counselors and administrators 09/03/2012 05/23/2013 $0 District and school leadership, classroom teachers 08/15/2012 05/31/2013 $0 DHS faculty Total $0 SY 2012-2013 Page 33
Response for Required Action: Achievement Gaps SY 2012-2013 Page 34
Overview Plan Name Response for Required Action: Achievement Gaps Plan Rationale DHS will increase the achievement of identified gap students through the implementation of specific interevention services. Addresses Required Action Statement Achievement Gaps Description The school identified specific strategies to address subgroup achievement gaps. SY 2012-2013 Page 35
Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Measurable Objective Total Funding 1 Increase the percentage of students in African American and lep subgroups who score Proficient/Distinguished in Reading & Math. Objectives: 2 Strategies: 2 Activities: 2 Academic A 50% increase of African- American/Black and Individual Education Plan Tenth grade students will demonstrate a proficiency in Reading in English Language Arts by 05/31/2013 as measured by the English/Language Arts End-of-Course (EOC) exam., A 50% increase of African-American/Black and Individual Education Plan students will demonstrate a proficiency in Algebra 2 in Mathematics by 05/31/2013 as measured by EOC exams. $25000 SY 2012-2013 Page 36
Goal 1: Increase the percentage of students in African American and lep subgroups who score Proficient/Distinguished in Reading & Math. Measurable Objective 1: A 50% increase of African-American/Black and Individual Education Plan Tenth grade students will demonstrate a proficiency in Reading in English Language Arts by 05/31/2013 as measured by the English/Language Arts End-of-Course (EOC) exam. Strategy 1: Teach Common Core Standards - Teachers will use the Common Core Standards in English/Language Arts in their curriculum and instruction in the classroom. Research Cited: There is a direct correlation between the use of mandated content standards in classroom instruction and activities to the achievement scores of the students. Activity - Monitor English/LA/Reading Instructional Strategies 1 Activity Type Begin Date End Date Resource Assigned Through department/collegial PLCs, teachers will share lessons and samples of student work to ensure congruence to standards. Professional Learning Source Of Funding 08/15/2012 05/22/2013 $0 No Funding Required Staff Responsible Principal, Department Chairs, Individual Teachers Measurable Objective 2: A 50% increase of African-American/Black and Individual Education Plan students will demonstrate a proficiency in Algebra 2 in Mathematics by 05/31/2013 as measured by EOC exams. Strategy 1: Interventions - Teachers will provide interventions for students through flexible grouping, based on classroom and state assessment results. Activity - Progress Monitoring Activity Type Begin Date End Date Resource Assigned Teachers will monitor individual student progress in order to assign students to appropriate levels of intervention. Academic Support Program Source Of Funding Staff Responsible 08/15/2012 05/31/2013 $25000 General Fund DHS Math Faculty, Resource teachers, Counselors SY 2012-2013 Page 37
Activity Summary by Funding Source Below is a breakdown of your activities by funding source No Funding Required Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Monitor English/LA/Reading Instructional Strategies 1 General Fund Through department/collegial PLCs, teachers will share lessons and samples of student work to ensure congruence to standards. Professional Learning Staff Responsible 08/15/2012 05/22/2013 $0 Principal, Department Chairs, Individual Teachers Total $0 Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Progress Monitoring Teachers will monitor individual student progress in order to assign students to appropriate levels of intervention. Academic Support Program Staff Responsible 08/15/2012 05/31/2013 $25000 DHS Math Faculty, Resource teachers, Counselors Total $25000 SY 2012-2013 Page 38