board presentation december 17, 2015 · board presentation december 17, 2015 sabrina ramirez-dean...
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CROWN POINT HIGH SCHOOL
Board Presentation
December 17, 2015
Sabrina Ramirez-Dean of Students Grades 9 &10
CPHS MISSION STATEMENT
Our promise to ensure all CPHS
students maximize their potential
College • Career • Citizenship Creativity • Courage • Culture
CPCSC AdvancED ACCREDITATION
• Advancing excellence in education worldwide • Distinguish schools adhering to a set of educational standards • Drive student performance and continuous improvement in education • Examine how the institution is meeting the needs of students
How does the collaborative work done at CPHS support the 13 powerful practices identified by the AdvancED review team?
How does my role as dean of students support AdvancED standard 5?
USING RESULTS FOR CONTINUOUS IMPROVEMENT
Indicator 5.1
– The school establishes and maintains a clearly defined
and comprehensive student assessment system.
• Engage (Transitions and Academic Support) • Experience (21st Century Learning) • Excel (College and Career Programming)
ENGAGE
“Mrs. Lorek’s (Engage) class is my favorite. It’s interesting
and it really helps me.” –Katie Hopp (9)
0
20
40
60
80
100
English 9Engage
English 10Engage
Math 9 Engage Math 10Engage
Nu
mb
er
of
Stu
den
ts
Engage Enrollment 2015-2016
• Strategic planning, programming, and communication to help students successfully
begin their high school career while planning for post-secondary goals
HIGH EXPECTATIONS
0
200
400
600
800
1000
Science English WorldLang
Math SocialStudies
Stu
den
t P
op
ula
tio
n
High Ability Honors
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
0
50
100
150
200
250
300
350
English 9 H Biology H Geometry H AP HumanGeography
Stu
den
t P
op
ula
tio
n
High Ability /Honors 9th Grade
1,8
40
2,8
49
1,9
25
3,0
05
3,1
05
3,8
73
48
366
688
441
622
1,1
09
1,1
85
3,0
51
2,8
35
944
762
568
1,3
41
1,1
07
1,0
86
3,2
25
4,2
33
3,6
02
5,5
31 7
,263
8,8
96
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
8,000
9,000
10,000
2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
CPHS Dual Credits Earned 2009-2015
PUC
Vincennes
IUPUI
IUB
IUN
IVY
Total
Linear (Total)
ADVANCED PLACEMENT
• Students who earn scores of 3 or higher in AP Seminar
and AP Research and on four additional AP Exams of
their choosing will receive the AP Capstone Diploma
• Students who earn scores of 3 or higher in AP Seminar
and AP Research will receive the AP Seminar and
Research Certificate signifying their attainment of
college-level academic and research skills
AP Art History
AP Biology
AP Calculus (AB & BC)
AP Chemistry
AP Computer Science
AP Economics
AP English Language
AP English Literature
AP Environmental Science
AP DC French
AP DC German
AP Government
AP Human Geography
AP Latin
AP Physics (Mech & Elec/Mag)
AP Psychology
AP Seminar
AP DC Spanish
AP Statistics
AP Studio Art
AP US History
ADVANCED PLACEMENT
ADVANCED PLACEMENT
Indicator 5.3 – Professional and support staff are trained in the evaluation,
interpretation, and use of data. • Focus Group
– Course and Team Goals – Professional Development – Instructional Planning Report
294 626
953
953
1129
1213
1136
1091
1143 1655
1535
1980
277
354
470
518
581
641
747
875
861
1175
1213
0
500
1000
1500
2000
2500
CPHS AP Enrollment vs. AP Exams
Enrolled in AP Courses
AP Exams
Linear (AP Exams)
PURPOSE & DIRECTION
2014-2015: 31 scholarships
2013-2014: 45 scholarships
2012-2013: 45 scholarships
2011-2012: 22 scholarships
PURPOSE & DIRECTION
Honors (AP) 50%
College Prep (DC) 40%
Transitional/Remediation10%
CPHS CORE COURSE PLACEMENT GOALS
25%
35% 37%
55% 50% 52%
20% 15%
11%
2008-2012 2013-2014 2014-2015
Course Offerings/Placement
Honors/AP
College Prep/DC
Remedial/Transition
53% 56.10% 57.10% 57.60% 54.70% 58.30%
32.00% 29.80% 31.20% 36.70% 41.50% 40.30%
0%
20%
40%
60%
80%
100%
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Perc
en
t
of
Stu
den
t P
op
ula
tio
n
Crown Point Diploma Type Analysis
Honors
Core 40
DOE ACCOUNTABILITY
Data-based decision-making is embedded into the system’s core operating schema creating a student-centered culture of continuous improvement
• CPHS has been designated an ‘A’ School • Class of 2017 (current juniors) passed Algebra I and English 10 ECAs at 90%+ o 1st time in recent history o Only Algebra I ECA was used in A-F
DOE ACCOUNTABILITY
• CPHS Class of 2015 graduation rate was 96% o Exceeds state goal of 90% • CPHS Class of 2015 College & Career Readiness Score was 78% o Graduates earning at least 3 college credits or scoring 3+ on at least one AP exam --Exceeds state goal of 25%
USING RESULTS FOR CONTINUOUS IMPROVEMENT
Indicator 5.2 - Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.
• Professional Learning Communities • 2.0/Blended courses
• iNACOL
• Dual Credit partnerships • inter-rater reliability
• Team structure
PURPOSE & DIRECTION
Culture of high expectations for all students is supported by all stakeholders wrapping around students – Course offerings
– Team structure
– RTI lab
– Resource period
– Peer tutoring
– Extracurricular mentoring
9th & 10th GRADE TEAM
Indicator 5.5
-Leadership monitors and communicates comprehensive information about
student learning, conditions that support student learning, and the achievement of school
improvement goals to stakeholders.
• Mark Gianfermi (Assistant Principal)
• Sabrina Ramirez (Dean of Students)
• Kim Swan, Kim Wilkinson, Michelle Bruss, Brenda Wolski, Ami Marcinek, Lauren Sandor
(Guidance Counselors)
• Emily Adams (9th Grade Graduation Coach)
• Ken Miller (10th Grade Graduation Coach)
• Kyle Hanaway, Cynthia Geoghegan, Lori Gramenz (RtI Paraprofessionals)
• 9th & 10th grade teachers, students, and parents
“Alone we can do so little; together we can do so much.”
–Helen Keller
RTI LAB
• Clint Swan, Jon Haas, Heidi Marek (RTI teachers) • Kyle Hanaway, Cynthia Geoghegan, Lori Gramenz (RtI Paraprofessionals) • Emily Adams (9th Grade Graduation Coach) • Ken Miller (10th Grade Graduation Coach) • Natalie Trapp (Credit Acceleration) • Nikki Perrin (Testing)
IMPROVING STUDENT LEARNING
Indicator 5.4 – The school engages in a continuous process to determine verifiable
improvement in student learning, including readiness for and success at the next level.
4.3
%
4.7
%
2.8
%
2.9
%
2.3
%
2.4
%
1.1
%
1.3
%
1.0
%
1.6
%
7.4
%
6.4
% 7
.5%
6.2
%
5.8
%
4.9
%
3.0
%
3.1
%
2.7
%
2.8
%
7.5
%
6.5
%
6.8
%
4.5
%
6.1
%
4.5
%
3.4
%
3.1
%
2.1
%
2.2
%
3.9
%
3.9
%
3.1
%
1.7
%
2.5
%
1.7
%
2.1
%
1.6
%
1.6
%
1.2
%
0.0%
1.0%
2.0%
3.0%
4.0%
5.0%
6.0%
7.0%
8.0%
9.0%
10/11 - 1 10/11 - 2 11/12 - 1 11/12 - 2 12/13 - 1 12/13 - 2 13/14 - 1 13/14 - 2 14/15 - 1 14/15 - 2
Core Semester Failures
English
Math
Science
Social Studies
COURSE PLACEMENT
DATA-BASED CONVERSATIONS
• Graduation coach
• Student
• Teacher
• Guidance counselor
• Administrator
• Parent
COMMUNICATION
USING RESULTS for CONTINUOUS IMPROVEMENT
A student-centered focus is exhibited across the corporation and kept relevant through a process of continuous improvement that catalyzes growth and readiness for each student
9th Grade 10th Grade 11th Grade 12th Grade
Have your students begun to think about their future after high school? How will they best use their time at CPHS to prepare (academic performance, extra/co-curricular involvement, career and course exploration, etc.)? Do they understand where and how to seek out resources available to them at CPHS?
Have your students begun to research specific college and career options? How will they use the resources available at CPHS to best position themselves to attain their career goals (Dual Credit, AP, extra-curricular and co-curricular opportunities, service and leadership development, etc.)?
Have your students begun to narrow down their college and career choices? Do they know which colleges/universities/ organizations will offer them the opportunity to pursue those goals? Have they begun to prepare for their for post-secondary entrance exams (ACT/SAT/AP)?
Do your students have a specific plan in place for when they leave CPHS? What actions have they already taken to secure that plan (college applications completed, scholarship applications completed, etc.)? What actions do they still need to take in order to reach their goals?
USING RESULTS for CONTINUOUS IMPROVEMENT
12263 12599
10000
15085 13934
15787
0
5000
10000
15000
20000
Total C-Notes Earned
The corporation conveys the many success of its students, teachers, schools, and district through a myriad of communication vehicles
PEER TUTORING
TEACHING & ASSESSING FOR LEARNING
Leaders monitor and support the improvement of teachers’ instructional practices to ensure student success
SCHOOL IMPROVEMENT
• Exploring current grading practices in order to develop policies that support grades being a true reflection of what students know and can do
• We are having the right conversations: – What are we doing well?
– What do we need to keep focusing on?
– Student achievement is positive…what can we improve? • Strategies for improvement (learning goals linked to performance scales)
SCHOOL IMPROVEMENT TEAM
• Chip Pettit
• Anne Lorek
• Dan Hadary
• David Rosenbaum
• Diane Tournis
• Ginny Zega
• Jacob Adams
• Jeremy Walker
• J. Flewelling
• Jim Ingelhart
• Karen Cox
• Kevin Enright
• Kit Degenhart
• Mark Gianfermi
• Mary Bachnak
• Rachele Raloff
• Robert McDermott
• Russ Marcinek
• Sabrina Ramirez
• Sara Wietbrock
• Scott Rettig
• Scott Vlink
• Kelly Nelson
• Jason McGee
• Tracy Seibert
• Mindy Pearson
• Maryann Nicks
• Rebecca Magee
• Keith Iddings
• Chris Gloff
• Amanda Campos
• PARENTS
• STUDENTS
Look through the lens of a school leader
SCHOOL IMPROVEMENT Long range plans are crafted for the preservation and management of all corporation
resources to ensure the health and safety of all students Short and long term planning maximizes the effectiveness of system resource
management
PROFESSIONAL DEVELOPMENT
Leaders monitor and support the improvement of teachers’
instructional practices to ensure student success.
A multitude of resources are appropriate to support and sustain the purpose and direction of the system, schools, programs, and operations.
RESOURCES & SUPPORT SYSTEMS
A rigorous and intentional systematic process is conducted to
recruit, employ, and retain a highly-qualified, professional staff.
• Mentor teachers
• New teacher induction (Aug)
• Monthly new teacher meetings
• Professional development
• Professional Learning Communities
• Classroom practices & school procedures
Years of
Experience 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
0 to 2 5 11 14 11 12 3 to 5 23 10 13 12 10
6 to 10 27 28 26 34 35 11 to 15 18 15 17 14 11 16 to 20 12 19 20 22 22
21+ 24 16 19 25 22
DISCIPLINE
190 189 184 194
116
0
50
100
150
200
250
Out of School Suspensions
Total
1112 1267
1134 1067
804
0
200
400
600
800
1000
1200
1400
In-school Suspensions
Total
56
48
38
28
15
0
10
20
30
40
50
60
2010-11 2011-12 2012-13 2013-14 2014-15
Expulsions
Total
INDIANA NEW ADMINISTRATOR LEADERSHIP INSTITUTE
• 2 yr. professional development program
• Effective instructional leader o Develop school beliefs & set goals alongside staff
o Focus on learning
o Work hard to build a collaborative environment
o Involve staff in decision-making with worthy PD & time for collaboration
o Make decisions based on reviewed data
---DuFour, 1999 – five critical principal qualities
OPPORTUNITIES
• Instructional strategies and Elements that support student achievement and growth
• Collaboration with peers and internally-developed professional development
• Involvement with student organizations and parent/community outreach
• Assessment and policy updates
• Character building, study skills, and social skills – Supporting and motivating students impacted by “home life”
• Leadership, management and communication techniques
GOVERNANCE & LEADERSHIP
THANK YOU!
Supportive nature of the governing body advances all aspects of the district's vision. Board members commit to educational leadership and continuous improvement through
extensive training, coursework, and professional development. Governing body of the corporation clearly understands its role in adopting, establishing,
and maintaining policy for the benefit of its students, personnel, and community. The superintendent, district, and building-level leadership teams are viewed as visionary
leaders with a clear purpose.